Service-Learning Partnership Information

Service-Learning Definition

While there are many definitions, the American Association of Higher Education states:

Service-learning means a method under which students learn and develop through thoughtfully organized service that: is conducted in and meets the needs of a community and is coordinated with an institution of higher education, and with the community; helps foster civic responsibility; is integrated into and enhances the academic curriculum of the students enrolled; and includes structured time for students to reflect on the service experience.

AAHE: Series on Service-Learning in the Disciplines (adapted from the National and community Service Trust Acto of 1993)

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.

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.