Service-Learning (abbreviation SL will be in use) as a pedagogical tool is a more intensive way of teaching for both sides, students and professors. The introduction of SL for professors is usually accompanied by additional education for professors and more contact-office hours in interaction with students. When we come to the point of implementing service learning into the University curricula, somebody can identify many challenges. Some of the possible difficulties are listed below:
- Education for S-L: Do we have educated teachers or those who would like to make an extra effort and get new knowledge about this topic?
- Do they want to be part of S-L curricula, what is usually an extra effort and more engaged teaching?
- Do you have capacity in working hours or some other additional administrative limit?
- Do we already have or can we establish or maintain collaboration with incoming institutions about this topic?
- Do we have a chance to intervene in curricula with such type of learning?
- Do we have overall institutional support? From management to the administrative staff?
MAIN REQUIREMENTS FOR S-L: Any form of student work that anticipates course knowledge, obtaining course learning outcomes, rewords with ECTS credits, and reflection can be accepted as a part of SL within a HEI.
It is possible to identify at least 6 basic types of Service-Learning (Adopted from Boise State University):
- Discipline-Based: where all starts from the curricula, and students are present in the community during the semester, working on their tasks, along with reflecting on their experience in the classroom. The main requirement is for students to use course content as a basis for their work, analysis, understanding, and reflection. That way, even if not engaged, students learn through class reflection about the topic, and the overall learning experience is more authentic and connected with practice.
- Problem-Based (Project-Based): students or teams of students work on resolving one community problem as consultants. It is very important in the 1st phase to identify community problems that will be the topic of the work, along with realistic expectations about what can be resolved. Sometimes, the key challenges may be in the availability of resources, human, material, financial, informational, management, etc. In this option, students intensively work with the community and present their work to the classroom as reflection. Knowledge is the basis and learning outcomes.
- Capstone: When students draw upon the knowledge they have obtained through their course work and combine it with relevant service work in the community. If it is curricular implemented S-L, students must stick with course objectives, grading, and ECTS credits.
- Community-Based Action Research: In this model, students work closely with faculty members to learn research methodology while serving as community advocates.
- Pure SL: These classes have as their intellectual core the idea of service to communities. They are not typically lodged in any one discipline. The purpose is to prepare students for active and responsible community participation in the future through life and work. This form is hard to stick with the main requirements for S-L but can be used if integrated with the main requirements.
- Service Internship: SL internships have regular and ongoing reflective opportunities that help students analyze their new experiences using discipline-based theories. Results with students community, outside learning experience, reflection.
What are the forms of introduction of Service-Learning into the curricula?
- As a single course designed for students to perform part of the program through S-L work in some of the previously mentioned forms, with the main intention to apply course knowledge and anticipate the main requirements for S-L courses.
- As a part of the existing curricula – students can choose and perform part of its work in the community.
- As a part of an internship within the community, NGOs, or other relevant institutions.
References:
Types of Service-Learning, https://uca.edu/servicelearning/types/ (Approached, September 23rd, 2023)
Six Types of Service-Learning, Boise State University, https://www.boisestate.edu/servicelearning/agencies/new-to-sl/six-types-of-sl/, adapted from Hefferrnan, Kerissa. (2001). Implementation. In Fundamentals of Service Learning Course Construction. Providence: Campus Compact, (Approached, September 23rd, 2023)
Bringle, R. G., & Hatcher, J. A. (2000). Institutionalization of Service Learning in Higher Education. The Journal of Higher Education, 71(3), 273. doi:10.2307/2649291
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