So how does service-learning differ from internships?

At its core, service-learning is an active experiential learning opportunity that places students within local or international communities.  Service-learning is therefore not unlike the more common internships, field placements, or co-op’s that students are already engaged in. 

So how does service-learning differ?  Reciprocity and Reflection.

Reciprocity: Service-learning assumes that a balance must exist between the service students are providing to the community and the learning that students are receiving from the community (Furco, 1996) (Eyler & Giles, 1999).  Essentially students engage with and solve community issues in partnership with community organizations (Jacoby, 1996). 

Reflection: A second key differentiator is the essential role of reflection in service-learning practice (Jacoby, 1996).  Reflection is the key in helping students make the connection between in class concepts and theories with hands-on experience in the community. 

Andrew Furco (1996) further explains that the difference between service-learning and other experiential learning methods lies with who the beneficiary is, and what the focus of the service is.  As we can see in Figure 1, when the community is the main beneficiary the experience more closely resembles a volunteer opportunity.  Conversely, when the student stands to benefit the most the experience is classified as an internship.  For example, students who are placed within a community agency focusing on gaining career related skills would be engaged in an internship.

Also, when the focus of the activity is on the actual work that students do, the experience resembles volunteerism.  For example, students may choose to volunteer at a food bank sorting food to complete a specified set of volunteer hours.  The work is of value to the organization, and the student may feel good about their contribution, but without a focus on in-class concepts, a discussion on poverty for example, the experience is volunteerism.  Furco (1996) also explains that the lines between each category are fuzzy and that an experience can often lie between categories (p. 6).

Some scholars and faculty also differentiate between academic service-learning and community service.  Weigart (1998) explains that there are six essential ingredients that must be included in an academic service-learning course (p. 6-7):

• ·     The student provides meaningful service
• ·     Members of a community define the need
• ·    The service provided by the student flow from course objectives
• ·    Service is integrated into the course by means of an assignment (or assignments)       that require some form of reflection
• ·    Assignments rooted in the service must be assessed and evaluated accordingly

Along the same lines, Howard (2001) reminds faculty to ensure learning objectives are closely tied to the service experience, and that assessment methods are tied to the learning and not to the service.  Faculty and scholars working within service-learning pedagogy often cite the importance of tying the service to learning objectives as a means to ensure accountability and measurable outcomes.  Guided and structured reflection is the main vehicle for uncovering this link, and as we will explore in later posts, reflection has the power to help students develop personal growth, appreciation for diversity and the ever sought-after critical thinking skills.

References

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

Furco, A. (1996). Service-learning: A balanced approach to experiential education. In B. Taylor, & Corporation for National Service, Expanding Boundaries: Serving and Learning (pp. 2-6). Cooperatie Education Association.

Howard, J. (2001). Service-learning course design workbook (Vol. Companion volume to "Michigan Journal of Community Service Learning"). Ann Arbor, MI: Edward Ginsberg Center for Community Service and Learning.

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

Maas Weigert, K. (1998). Academic service learning: Its meaning and relevance. New Directions for Teaching and Learning, 73, 3-10.