Running head: CASE STUDY #3

Case Study #3
Russell C Aivazian
Loyola University Chicago

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Florida State University

Housed in The Center for Leadership and Social Change, service-learning at Florida State
University (FSU) combines classroom instruction with organized service to the community,
emphasizing civic engagement, reflection, and application of learning (Service Learning
Program). The service-learning program offers services for faculty to design courses that
identify a community need, enhance learning and development, encourage civic responsibility,
foster a forum for leadership development, and address social issues. In 2012, the servicelearning program helped create service-learning opportunities for 279 separate class sections,
over 422-thousand hours of service, and students from almost 30 academic departments. The
program uses an online program (ServScript) to track hours and requires mid-term and final
evaluations from the on-site supervisors (Service-Learning Information for Faculty). All
students completing service-learning are required to attend a 45-minute service-learning
orientation that includes topics related to being a service-learning citizen, tension between
students and agencies, and quality reflection. Additionally, students also receive a 15-20 minute
presentation on the basics of using ServScript program and potential options for their course
service-learning requirements.
Iowa State University
Service-learning at Iowa State University (ISU) are designed as one-time, semester-long,
or year-long projects that enhance student learning and contribute to the greater Ames, Iowa, or
global community (Service-Learning: ISU). The program is managed under the Center for
Excellence in Learning and Teaching and supports service-learning initiatives for about five
programs throughout the university (there may be more, as these were listed under the
examples section). Citing Furco (1996), ISU recognizes that service-learning consists of three

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components: community service, curriculum connection, and reflection. The service-learning

offerings by the Center also include study tours, study abroad opportunities, alternative spring
breaks, and service projects abroad.
Seattle University
Seattle Universitys academic service-learning program is housed under the Center for
Service and Community Engagement (CSCE). The academic service-learning program seeks to
connect the concepts in the classroom to service experiences in the community in order to
prepare students for a lifetime of civic engagement and leadership (Academic Service
Learning). From what was disclosed on the website, students at Seattle University who are in
service-learning courses must reach out to community partners (from an approved list) in order
to find a placement that will work. Students are given many options to complete the service and
document their hours using an online service. All students in a service-learning course complete
an orientation during class that explains the program, safety procedures and precautions, and an
introduction to cultural competence (they watch The Danger of a Single Story TED Talk).
Syracuse University
At Syracuse, the community based service learning program (no hyphen) is housed in the
Mary Ann Shaw Center for Public & Community Service. Through its service learning program,
the Shaw center provides support for faculty as they develop service learning curriculum for their
courses. The Shaw center also provides outreach and support for community partners that
facilitate the over 10-thousand hours of community-based projects. In their engagement with
professors, the Shaw center asks professors to answer reflection questions (what are the learning
objectives?, What kinds of community experiences do you imagine for your students?, etc.) that
help to better understand how service learning can be incorporated into the college classroom. In

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coordinating these experiences, the Shaw Center breaks down the important partnerships in three
phases: curricular and community design, community experience, and assessment and outcomes
(Community Based Service Learning).
University of Washington
The University of Washington (UW) explains that service-learning is an experience that
combines service with the community with structured participation and reflection opportunities
(Service-Learning: UW). Housed in the Carlson Leadership and Public Service Center, UWs
service-learning program requires students to attend a pre-service workshop, which provides the
basics of the program, including building reciprocal relationships, approaching community from
an asset-based perspective, and exhibiting professionalism in the students work. Students and
site supervisors complete mid-quarter check-ins, evaluations, and service-learning surveys in
order to ensure that the experience is meeting the goals of the program. For students who are
interested in service-learning courses, the Center provides an online video
(https://www.youtube.com/watch?v=kTO0BKYxxfY). Finally, students can select from about
40 classes that engage in service-learning experiences.
Discussion
Jacoby and Associates (1996) explain that service-learning experiences must incorporate
components of reflection and reciprocity, which makes it different from other service-related
experiences. Through the examination of the websites for these selected service-learning
programs, it was evident that many programs do not put much emphasis on both of these
components. In only one program (UW), reciprocity was mentioned; however, the website did
not explain how reciprocity is achieved or how the university encourages students to co-create
their experiences with community partners. This approach to service-learning is fairly

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problematic because it reinforces the idea that service-learning is a one-way partnership, where
students serve a perceived community need without working with community partners to identify
meaningful service experiences (Jacoby & Associates, 1996). Additionally, through the lens of
Furco (1996), this reinforces service activities that emphasize volunteerism and community
service.
In addition to the reciprocity required in service-learning programs, students must engage
in reflection in order to integrate course material with the service experience. Only two of the
schools I identified (FSU, ISU, and UW) explained that service was an important component of
the program. Whether it is highly integrated or separate from the course, reflection is
fundamentally important because it provides opportunities for growth, continuous improvement,
and continuous academic learning (Ash, Clayton, and Moses, 2009). This is not to say that the
programs or courses at the other institutions do not include reflection, but it is interesting that
reflection (or reciprocity) were essential components of their online introduction. Especially
with service-learning being an emerging area of research for student affairs, it was very
interesting to see that these important components (from multiple readings) were not included.
A final observation made as I was conducting the research for this case study was the
intended audience covered by the websites. Some focused on the student experience (Seattle
University and UW), faculty support (FSU and Syracuse), or both (ISU). This was an important
distinction for me because it caused me to reflect on who service-learning programs should
support and serve. Even though it wasnt explicit in the readings, I would argue that it is
important to provide support for both faculty and students, as service-learning should be an
intentional process for curriculum design. I also appreciated that some programs (Syracuse and
UW) spoke to their support of community organizations when creating service opportunities for

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students. Hosting service-learning participants can be a time and energy-consuming activity for
service providers, who may often be overlooked.

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References

Academic Service-Learning. (n.d.). Retrieved February 18, 2015, from

http://www.seattleu.edu/csce/service-learning/
Ash, Clayton, & Moses. (2009). Learning through Critical Reflection: A Tutorial/or ServiceLearning Students (Instructors Version). Raleigh, NC.
Community Based Service Learning. (n.d.). Retrieved February 18, 2015, from
http://shawcenter.syr.edu/student/community-based-service-learning/
Furco, Andrew. "Service-Learning: A Balanced Approach to Experiential Education."
Expanding Boundaries: Service and Learning. Washington DC: Corporation for National
Service, 1996. 2-6.
Jacoby, B. & Associates. (1996). Service-learning in higher education: Concepts and Practices.
San Francisco, CA: Jossey-Bass.
Service Learning:ISU. (n.d.). Retrieved February 18, 2015, from
http://www.celt.iastate.edu/teaching-resources/course-planning/specificapproaches/service-learning/
Service-Learning: UW. (n.d.). Retrieved February 18, 2015, from
http://www.washington.edu/carlson/browse-service-learning-positions/
Service Learning Program. (n.d.). Retrieved February 18, 2015, from
http://thecenter.fsu.edu/Programs/Service-Learning-Program
Service Learning Information for Faculty. (n.d.). Retrieved February 18, 2015, from
http://thecenter.fsu.edu/content/download/119559/1082476/file/Service-Learning
Information for Faculty.pdf