Service-Learning Series

I thought that I might dedicate a series of posts to the subject of service-learning that I started on January 20 because it is so relevant to what is going on in our nation not to mention a powerful learning tool. So, over the next several posts I will take readers through the general definitions of service-learning, the ten principles of service- learning, rationale for developing a service-learning course, and planning a service-learning course.

In doing so, I hope that culinary arts and hospitality educators will find ways to revamp their current teaching efforts via service-learning or start doing so because it is such a great way to bring course materials to life and make a difference in the community.

The first of two definitions offered today on service-learning is a general one that was authored by Ernest Boyer, who penned a must read book for any educator, Scholarship Reconsidered.

“The late Ernest Boyer called upon institutions of higher education to ‘become more vigorous partners with local communities in resolving societal problems through what he termed a ‘scholarship of engagement.’ Service-learning provides one way a university may meet its obligations to prepare future citizens. It is also regarded as an effective strategy for enhancing student learning, improving the quality of the student experience, and increasing higher education’s visibility and responsiveness to the neighborhoods in which they reside. Service-learning as a teaching strategy is gaining momentum in universities across the country because of documented benefits to students, universities, and communities. More specifically, service-learning promotes the development of cognitive complexity, citizenship skills, social responsibility, and active learning while responding to pressing issues and needs in the larger society.” (Source: http://www.service-learning.ohio-state.edu/)

The second general definition of service-learning is:

“Service-learning is an educational methodology which combines community service with explicit academic learning objectives, preparation for community work, and deliberate reflection. Students participating in service-learning provide direct and indirect community service as part of their academic coursework, learn about and reflect upon the community context in which service is provided, and develop an understanding of the connection between service and their academic work. These learning experiences are designed through a collaboration of the community and the institution or academic unit/program, relying upon partnerships meant to be of mutual benefit. Improvement and sustainability of the experiences and the partnerships are enhanced through formal assessment activities that involve community, faculty, student and institutional perspectives.”

Source: Gelmon, Sherrill B., Holland, Barbara A., Driscoll, Amy, Spring, Amy, & Kerrigan, Seanna (2001). Assessing Service-Learning and Civic Engagement: Principles and Techniques. Campus Connect: Brown University, Providence, RI., p. v.