Community Information

Service-learning combines community service with academic course content. Educators have discovered that a student involved in his/her community can better critically analyze course content when it is "brought to life" through their service experience. Service-learning is more then an effective method of teaching. It is designed to address real needs that have been identified by our service-learning community partners. In this way, service-learning simultaneously promotes service and education to all parties involved.

Students involved in service-learning projects are often required to fulfill a specific number of hours of service that is interactive each week, or throughout the duration of a four-month semester. This means that the service-learning student would be involved consistently in service to your community agency or school for the duration of their service-learning course.

Gail Case, Community School Outreach Coordinator at Richmond Elementary, speaks to her experience working with Willamette University student volunteers.

Willamette Students who volunteer, who mentor, or who do work study at Richmond Elementary School have touched many young lives. They bring youth, vitality, and energy to our young students who often live in poverty. This young adult contact brings a wonderful enrichment that will boost what our teachers are trying to do.

What to Expect: Characteristics of a Service-Learning Student

Working with Willamette University students involved in service-learning will be different from working with volunteers.

A service-learning student:

Will want to participate in an interactive service experience.
Will need an orientation to the community agency or school.
May or may not have previous volunteer or service experience.
Will have a minimum number of service hours to complete.
Appreciates flexibility, but needs the expectations of the agency or school to be clearly stated at the beginning of his/her service experience.
Will look for ways to apply classroom theories to his/her observations in the community and vice versa.
Will be eager to learn the goals and objectives of the agency or school in addition to learning new tasks that serve a community need.
Is not graded on his/her work in the community, but on his/her ability to connect their service experience to course objectives through written assignments or class presentations.