Introduction
Service-Learning is based on the idea that students learn best from involvement in experiential activities directly related to course content and that higher education has a responsibility to the general community to help address societal needs. Service-Learning practitioners are dedicated to meeting community needs while enhancing the academic understanding of students. Equal emphasis is placed on providing meaningful service to the community and meaningful learning for the students.

At California State University, Fresno, there are over 150 classes per year that utilize service-learning approaches, involving upwards of 4,000 students. The result is that nearly 60,000 hours of community service is provided annually through these courses. Equally important is the fact that student learning and development is enhanced, improving and expanding educational gains.

As with all quality approaches to education, there are basic ingredients and high quality indicators that help make service-learning as effective as possible. The information on this site will help guide students, faculty members and community based representatives to a better understanding of these quality approaches, as well as the resources available to support their efforts.

Definitions
Service-Learning:

• is a method by which students learn and develop through active participation in organized service;

• is conducted in and meets the needs of the community;

• is integrated into and enhances the academic curriculum;

• provides students with structured opportunities for critical reflection on their service experience and;

• enhances student appreciation of themselves, societal and civic issues and their commitment to be active citizens throughout their lives.

(Based in part on The National and Community Service Trust Act of 1993. Approved by the Service-Learning Development Committee at California State University, Fresno, 1996.)

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Continuum of Service Types

Volunteerism - Community Service - Service-Learning - Field Education - Internships

1. Volunteerism: Emphasis and beneficiary the receiver. Own free will without pay

2. Community Service: Primary focus on receiver giver plus=seeing the difference it makes

3. Service-Learning: Equally benefit and equal focus. Within academic course context

4. Field Education: Co-Curricular related but not fully integrated, Maximize student learning

5. Internship: Hands on devt of skill and knowledge for particular area of Student primary focus and in addition to course work
   

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Criteria for Service-Learning
In spring of 1999, the Academic Senate at California State University, Fresno adopted formal guidelines that should be met in order for a course to obtain official designation as an “S” (service-learning) course. These guidelines are in line with definition of service-learning adopted by the university’s Service-Learning Development Committee. Criteria necessary for an “S” designation, as well as guidelines on how to obtain such a designation, are available at Procedures for Service-Learning (S) Designation

For individual instructors who wish to inform their students that a service-learning requirement is included in their course, or for departments who have not yet obtained an “S” designation for a particular course, a special service-learning footnote is available.
Click here for information on that footnote.

The WINGSPREAD Special Report provides more information on optimal components of a high quality service-learning course.


CSU system commitment to Service Learning
California State University, Fresno, is committed to the being the premier regional interactive university. We are committed to serving our community through a variety of means, including high quality service-learning initiatives. It is our belief that service-learning provides significant benefits to the students, the not-for-profit sector, and to the general community. Click here for details on the CSUF commitment to service-learning.

Service-Learning Research
Significant research on the effectiveness of service-learning has been conducted for over two decades.   These studies include surveys of thousands of students at colleges and universities throughout the country.  The findings support the conclusion that students who complete a quality service-learning assignment that is connected to the course curriculum experience several advantages compared to students in courses that do not use service-learning.  These positive outcomes include greater understanding of course curriculum, clarity regarding career choice, increased civic engagement and enhanced awareness of diversity.  For detailed information on service-learning research click here.

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