Running head: SERVICE-LEARNING PROGRAM ANALYSIS

Case Study 2: Service-Learning Program Analysis

Rebecca DeRose
Loyola University of Chicago

SERVICE-LEARNING PROGRAM ANALYSIS

Klob (1984) defines experiential learning theory as a holistic integrative perspective on

learning that combines experience, perception, cognition, and behavior (p. 1). Many higher
education institutions are beginning to integrate this holistic approach through the expansion of
new offices and additional programing. This case study will examine the purpose and function of
service-learning as noted in the readings. Lastly I will use the reading to comparing and
analyzing the mission statements, learning outcomes, program initiatives, and office structure of
five service-learning offices.
The readings demonstrated the spectrum of how theorists and higher education
practitioners came to understand the purpose of service-learning. For example, Howard (1993)
specifically mentions the connection to academics in the first principle of service-learning
pedagogy. He states that students receive credit for learning, not service (Howard, 1993, p. 1).
Similarly Cress (2005) notes service-learning should "engage in community service activities
with intentional academic and learning goals and opportunities for reflection that connect to their
academic disciplines" (p. 7). Therefore one important element of experiential learning programs I
will look for in practitioner programs is the integration of academic curriculum with the service
experiences.
Furco (1996), on the practitioner side, quotes higher education organizations that attempt
to define service-learning. The first, The National Society for Experiential Education (1994) says
it is any "carefully monitored service experience" that includes "intentional learning goals and
reflects" on the experience (Furco, 1996, p. 1). Given this definition, the element of reflection is
added to the educational learning experience. The next organization is The Corporation for
National Service (1990) who defines service experiences as learning and development approach
that meets a community need, integrates academic curriculum, and allows time for reflection

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(Furco, 1996, p. 1). In this definition, the service-learning expands to the meeting of a
community need. For the purpose of this case study, I will be assessing programs that include
elements of intentional academic integration, community engagement, and reflection of the
learning experience.
Another question to answer is what are the fundamental components of service-learning
and experiential learning programs? Brownell & Swaner (2010) note all students should enroll in
one "high-impact" program their first-year and a second course that is discipline-specific (p. 1).
Brownell & Swaner (2010) also suggest the high-impact courses a service-learning or
experiential learning program should include are: "first year seminars, common intellectual
experiences, learning communities, writing-intensive courses, collaborative projects,
undergraduate research, diversity/global learning, service-learning, internships, and capstone
courses (p. 3). These "high-impact" programs will help provide a variety of academic
curriculum touch points for students to have a holistic learning experience. Furco (1996) names
similar focuses that include volunteerism, community service, internships, field education, and
service-learning. Howard (1993) mentions another dimension to service-learning programing in
his fifth principle, which focuses on critical reflection (p. 3). In this strategy he does not name
specific office programs but the essence of programing.
To better understand how institutions see the purpose of service-learning programs, I
compared the mission statements, learning outcomes, and office programing from Loyola
University of Maryland, John Carroll University, the University of Colorado Denver, Fordham
University, and the University of Rochester Medical Center. Based on the definitions of servicelearning above, mission statements will be evaluated by their inclusion of integrating academic
curriculum with meeting a community need and the incorporation of critical reflection. I also

SERVICE-LEARNING PROGRAM ANALYSIS

looked to see if the fundamental components of service-learning were integrated in office

programs and learning outcomes.
The mission of the Center for Community Service and Justice (CCSJ), an office in the
academic division at Loyola University of Maryland (LUM), is for students to gain appreciation
for the Jesuit Catholic education, gain knowledge of the social outreach priorities, and
develop an understanding of the mission and guiding principles of CCSJ (Loyola University of
Maryland, 2016). In this mission statement, it does not connect academic integration to the
function of the office. In searching the learning outcomes, each were broken down by office
programing. These included community service, service-learning, social justice, and leadership.
Surprisingly, the only outcome connected to academics was for the service and service-learning
program. As a positive evaluation, many of the outcomes did emphasize reflection on experience.
Assessing the office programs implementation, CCSJ does include some of the practices of
high-impact learning specified by Brownell & Swaner (2010) and service-learning programs
mentioned by Furco (1996). The one program I would like to see them include is undergraduate
research but since the center focuses on community I am assuming research may be housed in
another office.
The mission of the Center for Service and Social Action at John Carroll University (JCU)
is to educate for justice by offering opportunities for learning through service and advocacy"
(John Carroll University, 2016). In operationalizing this, the center programs include servicelearning courses, weekly service activities, one-time service projects and events, and support for
social justice advocacy. The learning outcomes of the center reflect the service-learning elements
of community engagement, academic integration, and reflection. In this way, they seem to
intentionally integrate many of the key focuses and practices of service-learning pedagogy. On

SERVICE-LEARNING PROGRAM ANALYSIS

the website for the Center for Service and Social Action, they also offer a faculty and staff
support page. In this way, it seems to extend Howards (1993) principles, which include looping
faculty into the process of creating the service-learning experience. This is essential to ensure
cohesion from an academic office to specific courses so the experience for the student is more
significant.
The Experiential Learning Center at the University of Colorado Denver (UC Denver)
provides students with the connection points of internships, undergraduate research, and
professional development. The mission of the office is to provide a service for "students, faculty,
employers, and community partners" through "experiential learning opportunities that enhance
academic learning integrate theory and practice, and promote professional development and
active citizenship" (University of Colorado Denver, 2016). Though this program includes
internships and undergraduate research, it does not focus on meeting community needs. The
website also does not specify learning outcomes. In this way it is difficult to measure if students
are receiving a true service-learning experience.
The Dorothy Day Center for Service and Justice at Fordham University seeks to connect
students to service and social justice related community experiences through volunteer, servicelearning, and nonprofit internship opportunities" (Fordham Univeristy, 2016). Though the center
is primarily focused on volunteer experiences, it does provide a service-learning program. The
service-learning program website mentions its intentionally to include academics within the
community service experience. This website does not mention learning outcomes or other
specific service-learning programs. In this way, it is hard to assess how well academics and
reflection elements are integrated. The primary focus of the office seems to be community
engagement and volunteerism.

SERVICE-LEARNING PROGRAM ANALYSIS

The last office examined was the Center of Experiential Learning from the University of
Rochester Medical Center (URMC). Their mission is to "create and support inter-professional
educational programs and partnerships between" a variety of hospitals, University medical
related schools, and other community health providers (University of Rochester Medical Center,
2016). Though the focus is primarily on professional development, connecting students with the
community through various health and medical related organizations has the potential to meet a
community need as well as integrate academic course learning. This website also did not include
learning outcomes. I liked how this center was uniquely housed within the medical school. By
structuring the office within a specific academic department, I think it can better integrate
academic curriculum learning to community engagement.
After assessing the five programs it seems as if institutions have morphed the offices of
service and experiential learning to best meet the needs and mission of the university. In this
way, they seem to focus on some elements of service learning more than others. Looking forward
to being in the field myself and working with students, I will want to be intentional about using
the pedagogical practices of service-learning as it seems to align with the purpose of higher
education in society. I will also be sure to research my institution to see what types of offices and
programs already exist on campus to utilize their services.

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References
Brownell, E. J., & Swaner, L. E. (2010). Excerpt from five high-impact practices: research on
learning outcomes, completion, and quality. 80.
Cress, C. M. (2005). Learning through serving; a student guidebook for service-learning across
the disciplines. Sterling, VA: Stylus.
Fordham Univeristy. (2016). Dorothy Day Center for Service and Justice. Retrieved 02 21, 2016,
from fordham.edu:
http://www.fordham.edu/info/20096/dorothy_day_center_for_service_and_justice
Furco, A. (1996). Service-Learning: A Balanced Approach to Experiential Education. Expanding
Boundaries: Service and Learning , 2-6. Washington DC: Corporation for National
Service.
Howard, J. (1993). Principles of Good Practice for Service-Learning Pedagogy. Praxis I: A
faculty casebook on community service learning , 3-12. Ann Arbor: OCSL Press.
John Carroll University. (2016). Center for Service and Social Action. Retrieved 02 21, 2016,
from jcu.edu: http://sites.jcu.edu/service/pages/about/
Klob, D. A. (1984). Experiential Learning; experience as the source of learning and
development. Englewood Cliffs: Prentice Hall, Inc.
Loyola University of Maryland. (2016). Center for Community Service and Justice. Retrieved 02
21, 2016, from loyola.edu: http://www.loyola.edu/department/ccsj
University of Colorado Denver. (2016). Experiential Learning Center. Retrieved 02 21, 2016,
from ucdenver.edu:
http://www.ucdenver.edu/life/services/ExperientialLearning/Pages/default.aspx

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University of Rochester Medical Center. (2016). Center for Experiential Learning. Retrieved 02
21, 2016, from urmc.rochester.edu: https://www.urmc.rochester.edu/center-experientiallearning.aspx