Six Models for Service-Learning
“Pure” Service-Learning
These are courses that send students out into the community to serve. These courses have as their intellectual core the idea of service to communities by students, volunteers, or engaged citizens. They are not typically lodged in any one discipline.
Discipline-Based Service-Learning
In this model, students are expected to have a presence in the community throughout the semester and reflect on their experiences on a regular basis throughout the semester using course content as a basis for their analysis and understanding.
Problem-Based Service-Learning
According to this model, students (or teams of students) relate to the community much as “consultants” working for a “client.” Students work with community members to understand a particular community problem or need.
Capstone Courses
These courses are generally designed for majors and minors in a given discipline and are offered almost exclusively to students in their final year. Capstone courses ask students to draw upon the knowledge they have obtained throughout their course work and combine it with relevant service work in the community.
Service Internship
Like traditional internships, these experiences are more intense than typical service-learning courses, with students working as many as 10 to 20 hours a week in a community setting. Unlike traditional internships, service internships have regular and ongoing reflective opportunities to help students analyze their new experiences using discipline-based theories.
Undergraduate Community-Based Action Research
Relatively new, but gaining popularity, is similar to independent study option for the rare student who is highly experienced in community work. Can be effective with small classes or groups of students. Students work closely with faculty members to learn research methodology while serving as advocates for the community.
