Service Post 1

Service-learning is a style of learning that plays a major role here at John Carroll University. As defined in Learning in Deed, service learning is, “a teaching and learning approach that integrates community service with academic study to enrich learning, teach civic responsibility, and strengthen communities” (3). An example of service learning that stood out to me from the text was acted upon by a class from White Knoll Middle School in South Carolina that helped out New York during 9/11. The text states, “White Knoll students set out to honor this pledge and launched a campaign to raise $354,000 to purchase a new fire engine for New York City. They studied the historical background of the gift in social studies classes. They applied language arts skills as they wrote letters to firefighters in New York City’s Red Hook Ladder Company 101 and to friends and family members to solicit donations...” (3). These students were doing a good deed for the community, but also learning information about it in the process. This leads to my next point about the difference between service projects and service-learning projects. Service-learning projects, as stated above, are connected to an academic topic. On the other hand, service projects are not connected to any academics and there is no type of educational learning included. It is service done for the sake of service. Learning in Deed begins with a section on student engagement because it demonstrates how engaging in both the community and the classroom gives students a sense of responsibility for their own learning, while also increasing their motivation to participate in school activities. Some strengths of service-learning for students and the community could be that both groups are benefited. The students are getting a hands-on education, while doing good for the community. Weaknesses of service-learning could be time. Students typically have a busy agenda both in and out of school. Service-learning does require a time commitment that a student must be open to. Service-learning can also bring opportunities to the teachers interested interested in this style in the sense that it is a creative way of getting their students involved both in and out of the classroom. It can open up their eyes to different issues in the community as well. Challenges could include that there is such a strict core that teachers must follow, so it might not be possible for them to incorporate it in their teachings. If the opportunity presents itself, I feel that teachers should take advantage of service-learning.