Service-Learning and Learning Outcomes

Service-Learning and Learning Outcomes

Having had the opportunity to coordinate both curricular and co-curricular CSL experiences I have had the privilege of seeing the transformational, developmental and emotional impact CSL can have on students.  For some it is a life changing experience, and for others a glimpse into a social reality that hits close to home.  Aside from the obvious “feel-good” stories there is theory and research available that ties CSL to effective learning outcomes.

Within higher education learning outcomes are meant to “articulate what students should be able to do after finishing the course or program” (Lennon, et al., 2014, p. 5).  In this sense, they serve as a quality assurance function for the institution highlighting the alignment between teaching practices and student learning (p. 10).  Outcomes however, can also refer to a change or shift in thinking, attitudes, values and/or behaviours that an individual experiences after having engaged in a particular activity (Gemmel & Clayton, 2009).    

How then does CSL translate into tangible and measurable learning outcomes? 

To answer this will require exploring learning outcomes from various angles and frameworks.  For now I will focus will be on the general learning outcomes often highlighted in CSL literature:  

1. In A Comprehensive Framework for Community Service-Learning in Canada, Gemmel and Clayton (2009) provide a list of general learning outcomes for service learning divided into three broad categories: a) academic, b) societal/civic, and c) personal growth (p. 21-2). Follow the link to access the public PDF file:

http://www.communityservicelearning.ca/en/documents/AComprehensiveFrameworkforCSL.pdf

2. In, Where’s the Learning in Service-Learning, Eyler and Giles (1999) offer a comprehensive, research based analysis of learning outcomes within the following categories: a) personal and interpersonal development, b) understanding and applying knowledge, d) psycho-social and ethical development and e) citizenship.

3. In the document Learning Reconsidered 2, service learning is listed as one of several activities that enhance the following student outcomes a) knowledge acquisition, integration and application, b) humanitarianism, and c) civic engagement. The following link provides access to the report, the Table is found on page 21-22:

https://www.naspa.org/images/uploads/main/Learning_Reconsidered_Report.pdf

4. Although less formal, McEwen (1996) divides service learning outcomes into learning and developmental categories. Learning outcomes include cognitive development and critical thinking, while developmental outcomes include psycho-social and identity development (McEwen, 1996, p. 87)

As service learning practitioners it is important to consider our personal attitudes and values toward service learning as it will impact our choices toward developing learning outcomes (Chambers, 2009).  For example, do you believe that the purpose of service learning is to have an immediate impact on the community? Or, do you believe that service-learning should have a transformational effect on students and the community?  Chambers (2009) describes the former view as the philanthropic approach, the latter as the social transformation approach (p. 79).

References

Chambers, T. (2009). A continuum of approaches to service-learning within Canadian post-secondary education. Canadian Journal of Higher Education, 39(2), 77-100. Retrieved from www.ingentaconnect.com/content/csshe/cjhe

Eyler, J., & Giles, D. E. (1999). Where's the learning in service-learing? San Francisco, CA: Jossey-Bass.

Gemmel, L. J., & Clayton, P. H. (2009). A comprehensive framework for community service-learning in Canada. Canadian Alliance for Community Service-Learning.

Jacoby, B. (1996). Service-learning in higher education: Concepts and practices. San Francisco: Jossey-Bass.

Keeling, R. P. (2006). Learning reconsidered 2: Implementing a campus-wide focus on the student experience. ACPA.

Lennon, M. C., Frank, B., Humphreys, J., Lenton, R., Madsen, K., Omri, A., & Turner, R. (2014). Tuning: Identifyng and measuring sector-based learning outcomes in postsecondary education. Toronto, ON: Higher Education Quality Council of Ontario.

McEwen, M. K. (1996). Enhancing student learning and development through service-learning. In B. Jacoby, Service-Learning in Higher Education (pp. 53-91). San Francisco, CA: Jossey-Bass.