Service-Learning: Essential Curricula for Developing 21st-Century Skills
By Scott B. Freiberger
When offered a position as an adjunct professor at a respected New York City college, I immediately requested to infuse service-learning into the curriculum. When the department chair responded that she was pleased by my request, I began to ponder: Why are we not doing more in the U.S. to infuse service-learning into curricula across schools?
When offered a position as an adjunct professor at a respected New York City college, I immediately requested to infuse service-learning into the curriculum. When the department chair responded that she was pleased by my request, I began to ponder: Why are we not doing more in the U.S. to infuse service-learning into curricula across schools?
According to the Center for Teaching and Learning at the University ofWashington, “Service-learning refers
to learning that...often
benefit[s] others and the community, while also advancing the goals of a given
curriculum.” Projects that are
carefully-planned may include student choice and collective voice regarding
provident action plans and prudent projects, resulting in increased student interest,
collaboration, and motivation.
In higher education, research
indicates that service-learning may have significant, positive benefits for
students. “The literature suggests that service-learning experiences inthe first year of college benefit students enormously...from increased civicresponsibility to greater self-esteem.”
In a recent, poignant article,
Beachboard (2019) promotes the idea of utilizing local community challenges to
promote student learning. She contends that service-learning projects
benefit local communities and have tangible, practical benefits for
students. For example, students may come to the realization that, not
only does classroom knowledge connect with real-world problem-solving, but also
that recent insights gleaned in classrooms and a desire to make a difference
could impact the wider community in an immediate, positive manner. “Helping students address communitychallenges...merges the best aspects of service learning, project-basedlearning, and growth mindset.” Since real-world issues often require creative
solutions, service- learning projects challenge students to self-reflect and
engage in a conscientious, collaborative cycle of inquiry.
When students
tap into their passions to help their communities, the results may reach far
beyond the confines of their classroom walls. For example,
service-learning is not a novel concept overseas; indeed, many
international schools require students to partake in service-learning projects
to teach compassion, advance active learning, and develop well-rounded, global
citizens. In one research study, McKee contends that, “international service-learning encourages examining one’sown values, culture, and country in order to engage in civic action on a globalscale” (2016). Another pertinent study
regarding service-learning in developing contexts found that, “global service-learning [projects] ultimately advanceinclusive and transformational pedagogies and [societal improvement].”
Dr. Gregory Hedger, Director of
International School Yangon, relates in an articulate article published on his
person blog and on the Central and European Schools Association website that
service-learning can be a magnificent medium in which to enhance collaboration and
teamwork among students and foster a deeper sense of multicultural
understanding. “The international school environment, with students comingfrom a large number of different countries, seems to be a perfect opportunityto promote multicultural acceptance and understanding.” Indeed, the American School in Japan, a top
international school not only in Asia but also in the world, spotlights
service-learning on its website to highlight how students pursue their passions
while helping humanity: “We believe that purposeful workbuilds purposeful students who will leave ASIJ equipped and empowered to solvereal world problems.”
While some may relegate
service-learning as inspiring yet time-consuming extra-curricular activities,
educators relate how service-learning embodies best practices across a variety
of subject disciplines. In art-related courses, for instance, one teacher
provided opportunities for students to create “gifts” that
were then sold at school functions to raise awareness and funds for notable
community causes (West, 2017). In addition, Artist Corps Tennessee, a
training program that combines art education and service-learning, states that
their “arts-based service-learning approach” provides “personal growth opportunities that students, teachers and
artists experience as designers and participants in arts-based service learning
projects.”
Sloan (2008) relates how addressing
pertinent contemporary issues such as global warming, environmental
conservation, and poverty alleviation have led to powerful student projects
across disciplines. “Building a successful service learning project requiresengaging students in the process.” This typically includes careful planning
coupled with community outreach to organizations that may already have access
to reliable resources. After completing a service learning project,
students may then reflect, consider lessons learned, compose a paper, and/or
facilitate a presentation with classmates about their learning experiences
(Sloan, 2008).
Service-learning
in the arts:
·
Fund-raising activities for notable
causes
·
Musical and theatrical
performances
·
Art auctions and exhibitions
Service-learning
in science:
·
Animal rescue and support
·
Habitat studies
·
Recycling activities
·
Environmental conservation
·
Civic responsibility projects
·
Cleaner air / water quality programs
Service-learning
in humanities:
·
The value of books and/or technology
in our lives (research coupled with donating to charitable causes or shipping
overseas for use in developing contexts)
·
Visiting museums and then engaging
in activities/ projects that promote deeper human understanding.
Inviting students to become active
participants in the learning process should not be understated. “Above all, it is important for students to have a strongvoice in the process to deepen their understanding of the activities and to maximize learning opportunities.” When students collectively feel that their
contributions and input are valued, service-learning becomes a powerful tool in
which to not only advance classroom teaching, but also empower all members of
the community. In sum, service-learning proves that the choices students
make and the actions students take reveal the quintessential essence of who we,
as humans, truly are: civil, productive, and united.
BIO
Scott Freiberger, a passionate literacy coach with
school building/district leader certification, is honored to be the 2018 TESOL
International Teacher of the Year.
Twitter: @scottfreiberger