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Service Learning

Service learning has been a powerful pedagogical tool for our faculty for over a decade.  1,700 students participated in a service-learning course last year offered by 22 different departments.  This new, optional "SL" attribute provides both students and their advisors with helpful guidance for students seeking out this high impact practice that blends contextual learning with meaningful service opportunities.  We encourage faculty to consider adding the SL attribute to courses during the registration period.

In 2017, US News invited University presidents, chief academic officers and deans of admissions to nominate “stellar examples” of eight academic programs offered by undergraduate institutions that experts agree are key to student success. Xavier University was recognized as one of 23 schools nationally for Excellence in Service Learning Course offerings.


New course attributes that designate Service Learning and Immersive Learning are available for faculty to apply to classes starting fall 2019.  The attributes were designed to aid faculty who want to identify their courses and improve the University's overall assessment of these engaged learning opportunities.

How to Add the Attribute:  Faculty only need to review the provided definition and criteria below before contacting the registrar and asking they apply this attribute to your course.  You can also submit the course through your department chair.  Once registered we'll provide you with optional assessment tools for evaluating your experience, and any support you need to execute your course.

We also have some helpful guidelines and recommendations for refining or updating your current service learning courses.  Consult this excellent LibGuide prepared by Professor Wendy Maxian for an academic overview of Service Learning and its impact and implementation.  These national best practices can be utilized as you plan your course.  The Eigel Center remains available for your questions and consultation.

 

Service Learning Attribute

Definition:  "Service Learning is an academically based instructional strategy, credit bearing or required for a degree, that provides students with both meaningful service opportunities in interactive partnership with the community and academic structures for analysis and reflection on their contributions and learning."  Bringle, R.G., & Hatcher, J.A.; Implementing Service-Learning in Higher Education.

The AJCU also defines service learning as:  "An academically based instructional strategy, credit bearing or required for a degree, that provides students with both meaningful service opportunities in interactive partnership with the community and academic structures for analysis and reflection on their contributions and learning."

Courses offered by Xavier faculty that fulfill the following criteria can include an "SL" attribute to designate the course as providing a community-engaged experience and outlining service learning pedagogy:

  1. The course provides structured, academically relevant community-engaged learning experiences that connect student service to the course curriculum;
  2. The course curriculum includes clear objectives that relate to the service learning experience;
  3. The service learning is based upon mutually beneficial relationships among students, faculty, community members, and/or civic organizations;
  4. The service learning experience is developed in partnership with and meets priorities identified by community leadership;
  5. The course includes critical reflection of the community-engaged experiences through various assignments in and out of the classroom;
  6. The course assessment and grading includes the community-engaged learning.

Suggested Guidelines for Faculty Designing, Developing, and Offering SL Courses

  • Students should be prepared by faculty and community partners for the work they will be doing and the context (community, organization, policy, history) in which they will be doing the work.
  • Service learning pedagogy should enhance academic learning in the classroom through relevant and meaningful service opportunities outside of the classroom.
  • Course learning objectives may also include vocational, social, and civic learning outcomes.
  • Student community-engaged experiences can include direct service (mentoring, tutoring, internships, and volunteering) or indirect service (capstone projects, community-engaged research).
  • Community partners can include nonprofit and civic organizations, governmental entities and agencies,  neighborhood associations, community councils, and individuals.
  • Student participation in the service learning experience should not be optional.
  • Student reflection requires taking time before, during, and after the service experience to think about/write about/process the experience in terms of personal insights, community issues, and the academic objectives of the course.
  • Student learning can be assessed through integration of their service experiences into course assignments, projects, and discussions.  Examples include oral and/or written reflection (journals, papers, research) related directly to the course.