Building an Academic Service-Learning Pedagogy: How Can a Course Incorporate Academic Service-Learning?

Two identical university classrooms sit directly across the hall from one another, same course, arrangement, desks, but in one room the professor stands before the class using the traditional lecture method in which the teacher talks, and the students sit listening and taking notes. In the academic service-learning classroom, the teacher engages students in discussion. The students work in small groups to solve problems, relate the textbook to the service-learning project being planned, and critically analyze theories and topics being discussed. With academic service- learning, out-of-class observations and the service-learning project give students the opportunity to relate the theory and principles being learned in class to real-life settings. Academic service-learning transforms the classroom from a passive listening environment to an active, fully engaged, discovery-oriented learning center. When general study students were asked if they liked the academic service-learning teaching approach, 71% said yes (Clanton Harpine 2003). Academic service-learning uses problem-solving, case studies, critical thinking (objective analysis and evaluation), and other group discussion methods. When used as the teaching method in a college course, research shows that academic service-learning has been very effective and has produced stronger student outcomes, higher grades and test scores, better retention and graduation rates, commitment, persistence, stronger student engagement, and improved self-efficacy.  Academic service-learning has also been shown to be effective in large university classes.