Frequently Asked Questions
1. What is the difference between service-learning and volunteerism,
or required service in a course?
Academic service-learning is unique in that it links the service
experience to specific learning objectives of a course. Academic service-learning
includes an integration of theory and practice, and an emphasis on civic
responsibility. Adding volunteer service to a course without integrating
the project with in-class discussions or projects, nor allowing time to
discuss how the service connects to course learning, is NOT service-learning.
2. What are the risks and what is the University’s liability?
University of Nebraska-Lincoln students are covered by University
insurance for service in the Lincoln community they do for a class (Transportation
to the site of the service included).
3. How are students assigned a grade for the service?
Faculty should not need to change how they evaluate student performance
when they add a service-learning component to their courses. Just as
in other assignments—such as written papers, exams, or group projects,
grades for academic service-learning are not awarded based on having
served for a required number of hours, but on proof that the student
learned from the experience based on reflection assignments, comments
in class discussion, or exam questions that require the service experiences
to be related to course learning.
4. How much time will it take to build a service-learning component into
a course curriculum?
The most time-consuming part of integrating service-learning,
as with any new component in a course, is in the initial stages of logistics
and relationship-building. Beyond the first visits with the agency and
determining appropriate assignments, etc., Service-learning components
of courses should not take any more time from class than any other course
requirements. Community agency staff, former students, teaching assistants,
and Student Involvement’s Service-Learning staff are great resources for
making the initial steps easier. The amount of time required is lessened
as the relationship with the community agency develops over time. All
teaching and learning activities require a time commitment from the instructor.
5. Will service-learning take a lot of class time?
Faculty members are still in charge of what class time is used.
Students can reflect on the experience outside class through journals
and logs, or on-line email discussions. Research, however, indicates
that devoting time in class to discussing experiences that emerge from
service will increase student learning and satisfaction with the course.
If the students’ experiences become text for the class they will integrate
what they are learning as they discuss, make connections to course materials,
and listen to the experience of others.
6. How can involvement in service-learning strengthen professional research?
Professional academic associations now include sessions on experiential
education at national as well as regional conferences. Other associations
such as the National Society for Experiential Education and the American
Association of Higher Education hold annual conferences and provide
opportunities to present papers on service-learning and the scholarship
of engagement. Involvement in service-learning can augment and redirect
one’s professional research interests, especially when a strong partnership
is created with the community agency. Service-learning can contribute
to research by engaging students in action research and applied research
projects. Many journals publish research articles on service-learning.
For more information about service-learning, contact the Student Involvement Service-Learning & Volunteer Services Team at 472-2454.
(Some questions and answers adapted from Indiana Campus Compact, Service Learning Tip Sheets: A Faculty Resource Guide.)
