Frequently Asked Questions from Faculty
How much time does a service-learning class require?
How do I evaluate the students’ performance?
Isn’t it an oxymoron to “require” community
service?
What happens if it’s not a good fit between student
and organization?
What if it takes too much class time?
What qualifies me for this kind of teaching?
What are the risks involved?
How much time does a service-learning
class require?
Without a doubt, a service-learning class does require extra time to plan,
meet with your community partner(s), work out logistics, orient students
toward the service, visit the site(s), and structure regular reflection
and evaluation. There are, however, ways to minimize the amount of time—by
building on community connections you already have, incorporating the service
into your research agenda, condensing student projects into teams, and working
with a single community- based organization. Many instructors report that,
like any course, a service-learning course gets a bit easier each time they
teach it.
How do I evaluate the students’
performance?
Many instructors don’t change their evaluation methods, but assume
that the service heightens student learning on traditional measures, and
that monitoring attendance is all that’s necessary. On the other hand,
you might assign specific papers that reflect on and incorporate the service
experience. These could be graded for analysis, critical thinking, and other
typical criteria.
Isn’t it an oxymoron to “require”
community service?
When a certain pedagogical method serves the learning objectives of the
class, instructors require it. Students are rarely asked to “volunteer”
to write a paper or take a test. Once you determine how the service enhances
what you teach, you can convey that connection to students, who are less
likely to complain about the extra time required if they understand the
relevance of service to course material.
What happens if it’s not a good
fit between student and organization?
It’s important that you keep in close contact with the community people
and your students throughout the semester to find out what can facilitate
a good fit. Students should get as much information as possible up front
about the organization and what’s expected. Organizations should have
tasks and expectations clearly defined. Any work you do up front can really
ease problems down the road.
What if it takes too much class time?
You’re still in charge of how class time is used. Students can reflect
on the experience outside of class through journals, response papers, and
more formal papers. However, it’s most effective to discuss in class
some experiences, problems, and patterns that emerge from the service. When
service becomes another text for the class, students integrate what they’re
learning much faster.
What qualifies me for this kind of
teaching?
That’s something only you can answer. If you’re interested in
students’ intellectual development and personal growth, this kind of
teaching is really wonderful. Because a sizable proportion of students learn
best through experience, working with community-based education can enhance
your teaching effectiveness.
What are the risks involved?
When students serve in a community-based organization, they should be covered
as volunteers for that agency. Indiana University’s insurance does
not cover service-learning off campus, so students need to be informed of
potential risks before they volunteer. Have
them sign an informed consent form indicating they are aware of risks and
will not hold the university liable in the case of an accident. Further
information is available from COPSL and the Office
of Risk Management.
