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The Mentor: An Academic Advising Journal Service Learning: The Road Less Traveled by Students Nicole Webster, Penn State University How many times do we hear a student asking, “What can I do to make myself more competitive in the job market?” This student is asking how he or she can have a winning edge over another person who is applying for the same position. In response, we steer him or her toward meaningful extracurricular activities or identify organizations labeled as “quality” groups with a “good cause” or mission. But how many of us suggest that students consider a not so traveled road—or what I refer to as the road less traveled—known as service learning? The number of college experiences that students can discover over the course of a four-year college career is infinite. While laundry lists of opportunities are available, students traditionally gravitate toward social, political, recreational, or academic enrichment activities. For example, most students see advertisements such as this one across campus: “Whether you are majoring in business or art, or you just want to have a little fun in your free time, there are more than 120 student organizations at the University of Wisconsin-Stout that can help you ease your boredom woes” (Gruner, 2001). While this is a great ad for students who are searching to become involved, it—like many others—does not mention the often-overlooked activity known as service learning. Service learning blends service and learning in a structured environment usually connected with an academic institution or program. Participants engage in projects or activities that meet the needs of a community or organized group of people. It differs from what we traditionally know as community service or volunteerism because, as a part of the experience, students reflect on their experiences in a structured and intentional manner. Reflection is the process of deriving meaning and knowledge from experience and occurs before, during, and after a service-learning project. The critical component of reflection allows the students and the community to reflect on the students' learning experiences through a range of activities. Written reflection is most commonly used, but reactions and feelings can be shared through oral and artistic expressions. Noted benefits of reflection include
Service learning is multidisciplinary in nature and can be incorporated into courses to help improve student education in a real-world setting. These types of experiences are being woven into classroom curricula across universities throughout the country. For example, at Penn State University, faculty from the Department of Agricultural Sciences tackled the issue of multiculturalism in a service-learning project with preservice teachers and a collegiate organization in southwest Philadelphia (Webster, 2003). Other projects have dealt with issues such as urban poverty, special education, and language and instruction—all of which involved students conducting work with agencies or organizations in affected communities. Organizations and networks such as Habitat for Humanity and America's Promise have also assisted with college students' placement in service sites. A wealth of outcomes demonstrating that service-learning activities enrich the undergraduate experience can best be described by students who captured their experiences through reflection pieces (Student Quotes about Service-Learning, n.d.): “Rather than running around between classes, work, meetings, and my community site feeling incredibly disjointed, I was able to integrate my academic and civic interests through service learning.”What happened to these students transcends textbooks and lectures. The hands-on, experiential learning helped them to further understand the curriculum and better define themselves as individuals in a community. Benefits of service learning can be limitless if students are advised to consider it. In order for this to happen, academic advisers should understand the tenets of service learning and the potential benefits for students. It is not enough to send students to a service-learning organization without understanding student needs. It may take some initial work to identify a match for students, such as a class that incorporates a service-learning component or a service organization working with a student placement office on campus. Taking time to talk to a student to discover his or her needs will be helpful. If he or she is having difficulty in a particular course, a service-learning opportunity may help him or her to gain better clarity or make the connection between course content and practical work. Service learning—an outstanding classroom for many students—is connected and collaborative. Providing students with the opportunity to learn while giving is a priceless gift any adviser can give a student. The ability for advisers to enhance students' academic portfolios with academic and personal experiences should be a fundamental component of academic advising. The next time you meet with a student, direct him or her down the less traveled road of service learning. It could be one of the best experiences of the student's academic career. “Service learning is a powerful tool for improving learning and strengthening the democratic fabric of our society. Service learning can engage students in more experiential and meaningful learning.”References Gruner, M. (2001, September 20). Plenty of organizations at UW-Stout. Stoutonia Online. Retrieved January 30, 2004, from http://stoutonia.uwstout.edu/2001-2002/stories/010920/sl_04.html. National Survey of Student Engagement. (2003, November). Converting data into action: Expanding the boundaries of institutional improvement annual report. Bloomington: Indiana University Center for Postsecondary Research. Student quotes about service-learning. (n.d.) Retrieved January 25, 2004, from University of Minnesota, Career and Community Learning Center, Community Involvement and Service-Learning Web site: http://www.servicelearning.umn.edu/students/resources/Student_Quotes_about_ServiceLearning.html. Webster, N. (2004, January). Uniting a common vision: A service learning project. Poster session presented at the Partnership for Service Learning and Leadership, Chiang Mai, Thailand. About the Author Nicole Webster is assistant professor of agricultural and extension education at Penn State University. She can be reached at 814-863-2695 or nsw10@psu.edu. Published in The Mentor on June 2, 2004, by Penn State's Division of Undergraduate Studies Available online at www.psu.edu/dus/mentor/ Privacy and Legal Statements | Copyright | © The Pennsylvania State University | All rights reserved | |