The Advantages of Using Academic Service-Learning in a University Classroom: What Does the Research Say?

Sometimes students start the semester a little resentful that I do not use traditional lecturing. As one student said, “it’s your job to teach me the book; I don’t need to read it.” Yet, by the end of the semester, I frequently receive such comments on the end of the course evaluation as, “I didn’t like it when you made us talk [group problem solving discussions], but I wanted to help the kids. I read the book and worked hard in class. I learned more in this class than any other.”  Academic service-learning empowers students, increases their desire to learn, and enables students to apply what they are learning in class to the real world. When students perceive that a course is purposeful and useful, they become more engaged with the learning process.  Academic service-learning enables students to improve their problem-solving skills, critical thinking, application of knowledge, and higher levels of cognitive development (including remembering and decision making). This is why an academic service-learning pedagogy is such a strong teaching method. Academic service-learning allows students to put theory into practice.  Academic service-learning increases student engagement. Student engagement is essential for effective learning experiences at any university. Student engagement is measured by how involved the student is with what they are learning and the student’s level of interaction in the classroom. Research has repeatedly shown that students who are actively engaged in the learning process learn more .