Frequently Asked Questions
Is service learning just another way of attempting to water down academic standards?
One of the most important points to keep in mind when thinking about service learning is that at no time does service take the place of learning. What students are learning in the classroom should drive their service activities. If a service learning project is designed and carried out properly, it can be more rigorous than traditionally structured courses. With the addition of service learning, students are not only being asked to master course material: they are also being asked to take the information that they are being taught in the classroom and apply it to the experiences that they are having at their site placement and vice-versa. Remember: Using service learning pedagogy does not change the content that you teach; it only changes how you teach it.
How can I ask that students find space for community service in their already jam packed schedules?
Faculty who use service learning as a teaching method report that their students are attracted to their courses by the service component. However, if you find that your students are struggling to meet the time requirements, there are a few options that you might want to consider: 1) keep the service requirement an option. 2) try to develop projects that allow students flexibility – this will enable them to fit their service learning into their schedules at their convenience. 3) Consider dedicating some class time to service.
How do I fit something entirely new into a course with a full syllabus?
Service learning is not an add-on to the current requirements of the course. As you begin to incorporate it into your teaching, some of your traditional teaching techniques may be replaced with more dynamic learning activities. Many professors note that there is an initial "set-up" time required with service learning classes that may exceed the time professors generally spend preparing for a course, but are quick to point out that the higher levels of student engagement in their courses more than make up for any extra time they spend doing the initial planning.
How will I monitor my students' performance and attendance?
There are several ways that one can monitor student performance and attendance. The service learning administrator will provide the agency with log in sheets and they will be asked to sign off on the students' attendance. The agency will also be asked to fill out an evaluation of the student, with copies sent to the service learning administrator as well as the faculty member. You can request this information at any time during the semester simply by contacting the agency directly, or contacting the service learning administrator.
How do I evaluate the students' performance?
Many instructors don't change their evaluation methods, but assume that the service heightens student learning on traditional measures. On the other hand, you might assign specific papers that reflect on and incorporate the service experience and require the student to synthesize course concepts and service experiences. These could be graded for analysis, critical thinking, and other typical criteria. IMPORTANT: The grade should be for LEARNING, not for SERVICE. (i.e.: points should not be given simply for completion of a specified number of hours of service).
What are useful instruments for evaluating my project?
There is not a generic set of service learning evaluation tools that can be used across the field. Your evaluation needs will no doubt depend on the mission and goals of your department or program. Below you will find a list of some evaluation instruments available either on the web or by contacting the service learning administrator:
