Service Learning FAQ

How do I evaluate the students’ performance?

Service learning is often defined with an emphasis on learning. Many teachers don’t change their evaluation technique, but assume that the service heightens student learning, and that monitoring attendance isn’t all that necessary.

On the other hand, you might have specific papers devoted to reflecting on the experience, and those you would grade for analysis, critical thinking, and other standards you would normally use.

What happens if it’s not a good fit between the student and the organization?

It’s important that you keep in close contact with the community people and your students, and pay attention to cues throughout to find out what can facilitate a good fit. Students should get as much information as possible up front about the organization and what is expected. Organizations should have tasks clearly defined and expectations laid out. Work on the front end can really ease problems down the road. Not all agencies can take students each semester. Be sure they know they can say no and still get help later.

What if it takes too much class time?

You’re still in charge of what class time is used for. Students can reflect on the experience outside class through journals, logs, and more formal papers, although I do urge you to devote some time in class to discussing experiences, problems, and patterns that emerge. Because their service is a “text” of the class, your students will integrate what they’re learning much faster if they can talk about it in class and see others processing it too.

What qualifies me for this type 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. If those things don’t interest you, and you consider yourself not very good at one-on-one conversations, then perhaps this isn’t the kind of pedagogy you should use. It’s clear, however, that a sizable proportion of students learn best through experience, so you’re really developing yourself as a teacher by working in community-based education.

Written by JoAnn Campbell, Community Service Associate, IU Center on Philanthropy (January, 1997)