Because it Helps us Learn Beyond the Classroom

Take a look at the title of the chapter. It includes a very important expression: service-learning. Note that it doesn't say community service or some other service term. The reason the program is called service-learning is because your service outside of the classroom will be tied to what you're learning in your classes. In many ways, service-learning allows you to apply what you're learning in class in the real world (Kuh, 1993; 1995), to develop a connected view of learning across courses and disciplines, and to solve social problems more effectively (Eyler & Giles, 1999).

Some people get hung up on the idea that "mandatory service" is a contradiction in terms and perhaps in philosophy. How can we mandate service? Well, the answer lies in the well-supported idea that service-learning is an extremely powerful learning activity when done correctly (Eyler & Giles, 1999). Service-learning is just another learning modality to help you get the most out of college. Look at it this way. To get a good college education, you would expect to read, write, and make presentations. With service-learning, service is used just like reading, writing, and presenting to help you learn. In fact, service-learning provides students opportunities to learn "skills and knowledge beyond what is commonly acquired in the classroom" (pp. 182).

So, what do you learn from service-learning? While you're in college, your participation in service will likely affect you academically, emotionally, and socially. Research (Astin & Sax, 1998) has shown that you're more likely to grow in a number of specific areas. For instance, students who engage in service are more likely to see more growth in leadership ability, critical thinking ability, conflict resolution skills, and teamwork skills as compared to students who are not engaged in service. Students who serve also are more likely to have higher GPAs and feel more satisfied with their preparation for their future careers. In addition, service helps students develop a sense of civic responsibility or citizenship, a sense that you are responsible for the well-being of your community and can contribute something to it.

Additional research has indicated that involvement enhances interpersonal competence, communication skills, appreciation of human differences (Banta & Kuh, 1998) and understanding of self, others, and community (Rhoads & Neururer, 1998). As students serve they are more likely to encounter different cultures (Rhoads & Neururer, 1998) which, in turn, may encourage students to help promote racial understanding (Astin & Sax, 1998).

Many of these student learning outcomes are maintained well beyond graduation. In addition, there are several key differences between alumni who participated in service as students and those who didn't. In terms of certain behaviors, alumni who participated in service were more likely to attend graduate school, earn higher degrees, donate money to their alma mater, and participate in community service work after college. Performing service in college also impacts alumni values. Alumni who participated in service were more likely to help others in difficulty, take part in environmental clean-up, promote racial understanding, and develop a meaningful philosophy of life (Astin, Sax, & Avalos, 1999). An additional long-term benefit of service is "a more integrated identity evidenced by complexity in thinking about self and relationships with others, an openness to new ideas and experiences, and shifts in future commitments" (Jones & Abes, 2004, p. 149). Students reported that their participation in service-learning had a major impact on their career choices toward more service-oriented professions.

Colby, Ehrlich, Beaumont, and Stephens (2003) captured the hope we have of service-learning's long-term impact on students and echo the idea of a more integrated identity.

The evidence clearly indicates that service-learning impacts students in a variety of ways.

Perhaps the most commonly used way to ensure learning through service is by critical reflection (Eyler & Giles, 1999). This reflection can be in written and/or discussion format. In fact, certain types of experiences work better with one type of reflection or the other. When you do service-learning at Lee, you will be required to reflect on it. It may be part of a class or not, still you must reflect on the experience. For instance, you may make a trip to Atlanta to reach out to the homeless. To receive service-learning credit, you must submit a reflection paper to the Leonard Center. By doing so, you won't simply be passing out food to the homeless (which is not discouraged), but you will have the opportunity to reflect on the issue of homelessness. Why are people homeless? What are some of the societal problems that contribute to the homeless problem? What is the church's responsibility to the homeless? Critical reflection moves you from the experience to learning from it.

One first-year student was critically reflecting on his service involvement this past year. He wrote, "These service projects have opened my eyes to how needed and valuable service truly is to those receiving it. It seems priceless to them, and they are thankful to have someone come to help just because they want to. Service-learning at Lee helped me learn where my strengths are."

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