Promoting Reflective Discourse through Connectivity: Conversations around Service-Learning Experiences

Service-Learning

Waterman (1997) defined service-learning as “an experiential approach to education that involves students in a wide range of activities that are of benefit to others, and uses the experiences generated to advance the curricula goals” (p. xi). Stanton, Giles and Cruz (1999) defined service-learning as education through active service using the structure of courses and field seminars attached to curriculum and a grading system. While definitions vary slightly, both authors identified service-learning as tied to academic curricula and credit generation. This connection to academic curriculum and graded requirements make it different from co-curricular community service, often seen in institutions of higher education. Co-curricular community service is completed outside of the classroom, perhaps with a group of friends or a student organization. However, service-learning is completed within a course structure and attached to credit generation.

Service-learning joins two complex concepts of knowledge and community action. Creating true service-learning experiences can prove to be difficult; finding appropriate community service experiences that complement specific academic learning is difficult because of the ever changing needs and demands of the community. The service component, community action, when combined with learning is truly service-learning. The learning in this context is connecting the development that occurs in the service experience to already existing knowledge (Stanton, Giles & Cruz, 1999). This service-learning pedagogy is typically achieved through a structure of courses, field seminars and critical reflection workshops. Structured reflection is vital for learning to be connected to service in this pedagogical framework.