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FAQs
What are the benefits of service-learning for students?
Service-learning can increase students' understanding, both of the content of the course and of the needs and issues of the community in which the service-learning project is implemented. Service-learning can also stimulate conversation among students and between students and faculty, which may lead to a deeper understanding of the issues encountered. Service-learning may also help students become more aware of issues and needs in their community, develop empathy toward others and social responsibility , clarify their personal values and beliefs, strengthen their self-esteem and self-confidence, and help foster a sense of caring for others. These "intangible" goals of service-learning should be included in course goals and objectives whenever possible.
How can the instructor help ensure that in-class discussions of service-learning help students reflect more deeply on the course content?
It may be important to have the course instructor moderate in-class discussions, especially during early weeks of a course, to be sure the group reflection stays in alignment with the subject matter and goals of the course. Distributing an outline of discussion topics, circulating "questions to consider," or providing specific guidance for written reflections in advance of class discussions may be ways to keep the discussion focused on the course content. As the course progresses, the instructor may be able to empower students to facilitate the discussions.
Should service-learning be a required component of a College of Family and Consumer Sciences course?
There are "pros" and "cons" to requiring service-learning. When service-learning is optional, the students who participate are most likely to be motivated to succeed in the project; however, students who opt out may not have the opportunity to challenge and expand their experience of the subject matter in the same way that participating students do.
When service-learning is required, some students may express reluctance to participate at first because the assignment pushes them outside their "comfort zone." This push may be a valuable learning tool for some students. Instructors should encourage students who have concerns about the service-learning project to express and process those concerns. Because service-learning involves real-world collaborations with the community, it may be important for the instructor to offer an alternate assignment for students who have religious or moral conflicts of interest, or who might create ill will or otherwise disrupt the project.
Do service-learning projects require IRB approval before students begin their service-learning?
An Institutional Review Board (IRB) review of the project to consider Human Subject Protection guidelines may be required if students will be engaged in one-on-one activities with people in the community. A special Class Projects form is available from the IRB web site.
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