Impact of Service-Learning

AY 2022-2023
112 Courses
55
Distinct Faculty
163
Site Placements

SF State faculty and students make positive impacts in the community through service-learning courses, which provide meaningful volunteer and leadership opportunities with valued community partners.

 

Impact of Service-Learning on Faculty

According to the Association of American Colleges & Universities (AAC&U), service-learning is a high-impact practice. There has been much written over the past decade about the need for institutions of higher education to take the lead in promoting values of citizenship, democracy, and civic engagement. 

 

Research shows that faculty find that service-learning provides:

  • Increased satisfaction with the quality of student learning

  • Increased commitment to research

  • Motivation to increasingly integrate service-learning more deeply into more courses

  • More lively class discussions and increased student participation

  • Increased student retention of course material

  • Increased student awareness of community and "real world" issues

  • Increase in innovative approaches to classroom instruction

  • Increased opportunities for research and publication

  • Increase in faculty awareness of community issues

 

References:

Eyler, Janet, Dwight Giles, Christine M. Stenson, and Charlene J. Gray (2001). At A Glance: What We Know About the Effects of Service-Learning on College Students, Faculties, Institutions, and Communities, 1993-2000, Third Edition. Nashville: Vanderbilt University.

Fleischauer, J.P. & Fleischauer, J.F. (1994). College credit for community service: A "win-win" situation. Journal of Experiential Education, 17 (3), 41-44.

Kendall, J. C., and Associates (1990). Combining services and learning: A resource book for community and public service, volume 1. Raleigh, NC: National Society for Experiential Education.

Hollander, Elizabeth, John Saltmarsh, and Edward Zlotkowski (2002). “Indicators of Engagement,” in Simon, L.A., Kenny, M., Brabeck, K., & Lerner, R.M., eds. Learning to Serve: Promoting Civil Society Through Service-Learning. Norwell. MA: Kluwer Academic Publishers.

Research Has Shown That Service-Learning Impacts Students Through:

  • Development of civic and social responsibility

  • Reduced or supported stereotyping

  • Using community-based experiences to develop classroom cohesiveness

  • Increased academic aptitude as well as critical thinking and problem-solving skills

  • Increased professional development through resuming building and networking opportunities

  • Stronger faculty relationships as well as student success and retention

 

References:

From At a Glance: What We Know About the Effects of Service-Learning on College Students, Faculty, Institutions and Communities. Janet S. Eyler, Dwight E. Giles, Jr., Christine M. Stenson, and Charlene J. Gray.

The Place of Political Learning in College Anne Colby. Spring/Summer 2008 Peer Review.

National research shows that community organizations report that service-learning:

  • Increases their satisfaction with student volunteerism

  • Provides access to university resources and enhances positive University relations

  • Builds awareness of community issues, agencies, and constituents

  • Provides short- and long-term solutions to pressing community needs

  • Provides opportunities to have an impact on student cultural understanding by providing a community voice

 

References:

Eyler, Janet, Dwight Giles, Christine M. Stenson and Charlene J. Gray (2001). At A Glance: What We Know about the Effects of Service-Learning on College Students, Faculty, Institutions, and Communities, 1993-2000, Third Edition. Nashville: Vanderbilt University.

Fleischauer, J.P. & Fleischauer, J.F. (1994). College credit for community service: A “win-win” situation. Journal of Experiential Education, 17 (3), 41-44.

Kendall, J. C. and Associates (1990). Combining service and learning: A resource book for community and public service, volume 1. Raleigh, NC: National Society for Experiential Education.

Hollander, Elizabeth, John Saltmarsh, and Edward Zlotkowski (2002). “Indicators of Engagement,” in Simon, L.A., Kenny, M., Brabeck, K., & Lerner, R.M., eds. Learning to Serve: Promoting Civil Society Through Service-Learning. Norwell. MA: Kluwer Academic Publishers.

Service-learning can be a tool to address Community Engagement, Diversity, and/or Sustainability Strategic Goals from the SF State and Academic Affairs Strategic Plans.

Faculty have opportunities to publish and present in service-learning that may not be available in the disciplines.

Research shows that service-learning impacts institutions by:

  • Strengthening community relations

  • Improving student satisfaction with college

  • Increasing graduation rates--learn more about this

 

At a Glance: What We Know About the Effects of Service-Learning on College Students, Faculties, Institutions and Communities. Janet S. Eyler, Dwight E. Giles, Jr., Christine M. Stenson, and Charlene J. Gray

Research shows that service-learning impacts society as a whole by:

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