Oberlin College Center for Service & Learning 68 S. Professor St. Oberlin, Ohio 44074-1556 Telephone: (440) 775-8055 Fax: (440) 775-8754
When discussing, the topics of Learning and Service, we have found the following Definitions to be most Helpful:
Academically-Based Community Service (Sometimes called Service-Learning)
Academically-Based Community Service is an active, engaged pedagogy that encompasses learning goals, community service, reflection and assessment. It integrates community service (in the form of an individual or group project, ongoing activity, or form of technological assistance) with academic instruction in a way that enables students to engage course goals and civic discourse simultaneously. One key element of a successful Academically-Based Community Service (ABCS) course is the opportunity for students to reflect on their learning opportunities both within and outside of the classroom. Common reflection exercises include: reflective essays, journals, directed writings, contracts and service logs, electronic discussion groups, peer review assignments, student portfolios or class discussions. Another necessary component is a mechanism for faculty to assess student learning. Options here are flexible, and might include projects, portfolios, presentations, performances, or more traditional exams. Students in ABCS courses tend to return to the classroom with first hand experiences that enliven their class contributions and scholarship. The end results include engaged problem solvers, a more dynamic classroom, and a community enriched by meaningful contributions. [The numbers of resources and tools for effective service-learning are growing exponentially. Please see some of the numerous sites on the Academically Based Community Service Learning (Service Learning) page.]
Professional Service
For faculty who are committed to maintaining the relevance of their academic work beyond purely academic settings, opportunities for professional service abound. The most common form of such service is a faculty person using his or her professional expertise to enrich community organizations. Examples include faculty who donate time and skills by serving on the Board of Directors of a community agency, conducting workshops for training or professional development, or participating in volunteer efforts to provide direct service.
Community-based Research
An even deeper engagement with community groups and organizations can occur when faculty members commit to community-based research. Fundamentally, community-based research encompasses research efforts conducted in a collaborative manner between community members (represented by local agencies, grassroots activists, community-based organizations, or workers), and experts (represented by college faculty and/or researchers, professional scientists, or other professionals). Ideally, such research empowers neighborhood organizations and residents to address their own needs and shape their own future.
For many community organizations, the act of acquiring information is an essential part of any community problem-solving process. Community-based research, which is sometimes also called participatory action research, can play a valuable role in every stage of the process. Collaborative research efforts can provide local community groups with the information they need, but often do not have the time or resources to obtain. Such efforts also allow students, faculty, and staff to become more engaged partners in the larger community, since they are not only engaged in direct service and technical assistance, but also in community research, planning, and evaluation. [For more information about community-based research initiatives, see the Bonner Foundation's Community Project.]
Internship or field placement:
The primary focus of an Internship or field placement is to provide practical job experience or professional career training in an area of interest to a student. Students in these settings typically gain skills and experience over a longer period of time (usually 3-6 months working 10 - 20 hours per week), or a shorter, more intense time period with a greater hourly commitment per week (up to 40 hours per week during Winter term). With internships, students often identify, apply and are hired independently and are often paid an hourly wage. Although internships and service learning opportunities often share similar elements, such as placement activities, orientation and training, and debriefing and critical reflection, service learning can be applied to a wider set of educational outcomes and a wider range of student capabilities. [Parts of this definition have been adapted from "Serving to Learn: A Faculty Guide to Service Learning," by Mark C. Falbo, John Carroll University, published by Ohio Campus Compact.]
Community Service (or Volunteer opportunities)
Community service, or volunteer opportunities, are the most flexible option where students spend anywhere from one day a year to one day a week at an organization whose mission they find interesting. Time and length of commitment vary depending on the postion, as does the complexity of the duties. Volunteer opportunties are generally unpaid positions with a local non-profit community agency, or even one-time events that may be linked to philanthropy or charity.