Frequently Asked Questions

Service‐Learning is a form of experiential education in which students engage in activities that address human and community needs together with structured opportunities intentionally designed to promote the students' learning and development. Reflection and reciprocity are key concepts in service‐learning (Jacoby and Associates 1996, p.5).

Students are given credit for learning, not service. Learning is assessed through assignments that integrate students' work in the community with the academic content of the course. This is why structured reflection is such a key concept.

The term structured reflection is used to refer to a thoughtfully constructed process that challenges and guides students in the following. (1) Examining critical issues related to their service-learning project, (2) connecting the service experience to coursework, (3) enhancing the development of civic skills and values, and (4) assisting students in finding personal relevance in work (Campus Compact). For more on structured reflection see the following websites or contact the Center.

Compact.org (Interncultural Border Crossing/Power and Privilege Reflection)

UVM.edu (Reflection Manual)

Yes! For more information on service‐learning across the disciplines see the following website or contact the Center. For range of courses, see Sample Syllabi.

Although our Center strives to have a broad definition of service-learning with various forms of experiential education, there are some differences. The key criteria that distinguish service‐learning are whether student experiences are fully integrated with academic course content, include structured reflection, meet human or community needs, and reciprocally work with community partners.

While service-learning, volunteerism and community service all emphasize both civic engagement and service, the difference is that service‐learning involves specific classes or internships that carry academic credit. 

Many studies show the benefit of service-learning, and you can read more about this in our library or online. Specifically, Astin et al. (2000) conducted a longitudinal study of 22,236 undergraduates. They found that service-learning shows “significant positive effects on all 11 outcome measures: academic performance (GPA, writing skills, critical thinking skills), values (commitment to activism and to promoting racial understanding), self‐efficacy, leadership (leadership activities, self rated leadership ability, interpersonal skills), choice of a service career, and plans to participate in service after college. The strongest benefit of service‐learning is on academic performance.

Effective service‐learning courses require thought and work. We suggest you attend faculty development workshops and arrange an individual consultation in advance of teaching the course. To set up a consultation, please email volunteer@siu.edu.