What is Service Learning?
Eight Key Elements of Service Learning

Service-learning offers a unique opportunity for America's young people -- from kindergarten to university students -- to get involved with their communities in a tangible way by integrating service projects with classroom learning. Service-learning engages students in the educational process, using what they learn in the classroom to solve real-life problems. Students not only learn about democracy and citizenship, they become actively contributing citizens and community members through the service they perform.

Service-learning can be applied across all subjects and grade levels; it can involve a single student or group of students, a classroom or an entire school. Students build character and become active participants as they work with others in their school and community to create service projects in areas like education, public safety, and the environment.

Why is Service-Learning Important?

A national study of Learn and Serve America programs suggests that effective service-learning programs improve grades, increase attendance in school, and develop students' personal and social responsibility. A growing body of research recognizes service-learning as an effective strategy to help students by:

• Promoting learning through active participation in service experiences;
• Providing structured time for students to reflect by thinking, discussing and writing about their service experience;
• Providing an opportunity for students to use skills and knowledge in real-life situations;
• Extending learning beyond the classroom and into the community; and
• Fostering a sense of caring for others.

Service-learning also strengthens both education and local communities by:

• Building effective collaborative partnerships between schools or colleges and other institutions and organizations.
• Engaging parents and other adults in supporting student learning
• Meeting community needs through he service projects conducted
• Providing engaging and productive opportunities for young people to work with others in their community
  

Eight Key Elements of Service Learning

1. Youth/Student Voice
Listening to and engaging youth in the service learning process provides more ownership and greater learning opportunities. Students experience significant age appropriate challenges involving tasks that require thinking, initiative and problem solving as they demonstrate responsibility and decision-making in an environment safe enough to allow them to make mistakes and to succeed. Students actively participate in:

• Choosing and planning the age-appropriate service projects;
• Implementing the service project;
• Conducting needs assessment process;
• Developing and implementing reflection sessions, evaluation and celebration;
• Creating/ fostering community and/or faith based partnerships; and
• Other age appropriate activities.

2. Meaningful Service/Civic Engagement
A successful service experience should engage young people in responsible and challenging actions for the common good. When young people have a role in improving society, working for social justice and caring for the environment, then they truly understand the concept of democracy. Students recognize how participation and the ability to respond to authentic needs improve the quality of life in the community and advocate for social change, which may lead to a lifelong ethic of service and civic engagement. Meaningful service also requires thorough planning of goals, resources, training, supervision, transportation, logistics and risk management. Meaningful/high quality service should:

• Respond to an authentic community need;
• Include community partners, those being served and youth participants in the design of the program to create a rich, meaningful dialogue;
• Provide age-appropriate training to prepare students and other participants for success (i.e. individuals being served, facility information, procedures, etc.); and
• Guarantee the service experience is designed to achieve significant benefits for students, community partners and community.

3. Authentic Needs Assessment
Service learning projects should meet real community needs. In order to provide authentic learning opportunities for youth, programs must actively engage the community in identifying needs. By addressing an important community need, student actions take on greater value and importance. Students can then see their actions making an impact even as they learn and apply academic skills. Authentic needs assessment is often verified through:

• Various sources of media
• Conducting surveys;
• Observation, community mapping and research;
• Census information or
• Discussion with an informed community member.

4. Academic Connections
True service learning happens when service is integrated into the classroom curriculum and aligned with Indiana Academic Standards. Service learning programs enhance learning through real life, experiential activities. Academics come alive and knowledge is applied through: interaction, research, critical thinking, literature, problem solving, discussion and planning for action

5. Collaboration
Students participate in the development of partnerships and share responsibility with parents, teachers, community and faith-based organizations and higher education. These relationships present opportunities to interact with people of diverse backgrounds and settings. Service learning experiences provide students and community partners the opportunity to learn about each other, resulting in mutual respect, understanding and appreciation.

6. Reflection
In order for students to learn from their service experience, program leaders must provide structured opportunities for students to reflect critically on the service experience. Student reflection takes place before, during and after service; uses multiple methods; encourages critical thinking; and is a central force in the design and fulfillment of curricular activities. Reflection encourages students to:

• Form and test opinions,
• Discuss actions and reactions, and
• Make improvements in future plans.

7. Evaluation
Throughout the service experience, youth and adults should analyze the process (what was done) and the impact (results) of the service. Effective evaluation is essential for assessing the outcomes of service learning programs, for making decisions about improving the program, and for strengthening support for the program in the school district and community. The best evaluation efforts are woven into the fabric of the program from its inception. Initial questions focus on information that is needed and desired, identification of those who will use the evaluation information, and determination of the appropriate methods for collection of the needed information. Creation of performance measures are required for Learn and Serve Indiana programs

8. Recognition/ Celebration
Given service learning’s goal of youth empowerment and community collaboration, celebration and recognition of participants in the school and the community is an important means for rewarding meaningful service. When participants learn new skills, engage in risk taking, take on new responsibilities and offer their hearts and hands to others, it is appropriate to honor and recognize their efforts. Celebration and recognition does not have to happen just at the end of a program, but should be on-going to foster a sense of accomplishment. Celebration/ recognition events provide opportunities to publicize the program, gain new supporters and members, as well as, motive participants to continue a life of service.