Service-Learning Overview

Service-learning, as a method of teaching and learning, emphasizes hand-on tasks that address real world concerns as a venue for educational growth. The service experience provides a context for testing, observing, or trying out discipline-based theories, concepts, or skills. Likewise, the academic context enriches the service experience by raising questions about real world concerns and providing a forum for probing these concerns in depth.

Service-learning, as an educational philosophy, fosters reciprocal learning and critical engagement, preparing students to be full and responsible participants in both their profession and their communities. Informed by John Dewey’s theory of the primacy of experience (1896-1916) service-learning is interactive and democratic, engaging the whole student and transforming the learning process. 1

The methodology of service-learning dictates that a clear link exists between the service experience and the academic objectives of the course. In a service-learning experience, students learn not only about social issues, but also how to apply the new knowledge to action that addresses real problems in their own communities. Service-learning students are assigned challenging community tasks, which take into account the community’s assessment of its own needs, strengths, and resources to be leveraged. Students receive academic credit for demonstrated knowledge in connecting their service experience with course content. 2

View more information about the differences between service-learning and other valuable forms of educational practices

1 Adapted from: Furco, A. (1996). Service-learning: A balanced approach to experiential education. Expanding boundaries: Service and Learning. Corporation for National Service.
2 Jan Torres and Ruth Sinton, Eds. (2000). Establishing and Sustaining an Office of Community Service. Providence, RI: Campus Compa