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List of ASL Classes at ӣƵ

Academic service-learning (ASL) is a pedagogy that faculty can incorporate into academic classes to engage students on projects with community organizations that address critical community needs, reinforces course content and increases student engagement.

Academic service-learning is a “course-based, credit-bearing educational experience in which students participate in an organized service activity that meets identified community needs, and reflect on the service activity in such a way as to gain further understanding of course content, a broader appreciation of the discipline, and an enhanced sense of personal values and civic responsibility” (Bringle and Hatcher, 1995, p. 112)..

Service-learning partners usually include nonprofit organizations or governmental agencies, PK- 12 schools, or the philanthropic arm of a for-profit organization. The experiences should be designed to meet both student and community partner needs. 

To qualify as a service-learning class, the community-based experiences must support academic learning objectives, involve collaboration with a nonprofit or public organization(s) external to ӣƵ, and have assigned, structured opportunities (essays, journals, oral, eg) to reflect on how community-based experiences connect with academic learning. 

Service-learning classes should meet a need identified by the community and have the potential to impact students’ sense of personal values and civic responsibility. 

Although CCE staff is happy to help at any stage, is helpful for considering how to create or modify a course with service-learning. Once your course is developed, please so we can include your class when publicizing to students.
  • Faculty teaching designated ASL classes are indicated as using High-Impact Practices in Watermark Faculty Success. 
  • Students in designated ASL classes receive an end-of-semester certificate and letter from CCE outlining contributions and skills gained. 
  • Students who take 2 designated ASL courses at ӣƵ partially meet the requirements to graduate as a Citizen Scholar. Because of this, students are consistently looking for ASL classes they can take (but only designated classes count). 
  • Students in designated ASL classes receive end-of-semester course evaluations measuring service-learning outcomes

Student benefits:

  • Deeper understanding of the complexity of social issues
  • Encounters with real problems and solutions
  • Practical experience while still in college
  • Enhanced resume for jobs or graduate school
  • Connections with local contacts and interesting people
  • Communication with diverse populations

It’s a high-impact educational practice that positively impacts student learning, retention, and progression. [1]

Service-learning positively impacts students’ understanding of social issues, cognitive development, and personal insight[2]  plus civic-mindedness and civic action. [3] 

Students who participate in service-learning classes are more likely to complete degrees and achieve higher GPAs. [4]

The Center for Community Engagement (CCE) at ӣƵ

  • Provides online resources to help you design your class
  • Offers the Service-Learning Faculty Fellows program every spring – participants learn best practices of service-learning, teach ASL class, receive $2400 compensation.
  • Leads a three-day service-learning training every December. 
  • Can work one-on-one with faculty on service-learning course design and partner ideas

References:

[1] Kuh, G. D. (2008). Excerpt from high-impact educational practices: What they are, who has access to them, and why they matter. Association of American Colleges and Universities, 14(3), 28-29.

 [2] Yorio, P., & Ye, F. (2012). A meta-analysis on the effects of service-learning on the social, personal, and cognitive outcomes of learning. Academic of Management Learning & Education, 11(1), 9-27. 

[3] Richard, D., Keen, C., Hatcher, J. A., & Pease, H. A. (2016). Pathways to adult civic engagement: Benefits of reflection and dialogue across difference in higher education service-learning programs. Michigan Journal of Community Service Learning, 23(1), 60-74. 

[4] Lockeman, K. S., & Pelco, L.E. (2013). The relationship between service-learning and degree completion. Michigan Journal of Community Service Learning, 20(1), 18-30. 

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Center for Community Engagement
116 Harkins Hall
118 College Dr. #5211

Hattiesburg Campus

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cceFREEMississippi

Phone
601.266.6467