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COMMON FACULTY QUESTIONS |
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1. Is this another feel-good excuse to water down academic
standards?
This is an important and legitimate concern for all who are concerned with quality higher education, and it is the focus of much past and current research on Service-Learning. Unless real academic learning results, Service-Learning has no place in our colleges. Academic credit should never be given for service, only for learning. If applied properly, this pedagogy is actually more rigorous than the traditional teaching strategies. Students are not only required to master the standard text and lecture material, but they must also integrate their service experience into that context. This is a high level skill requiring effective reflection techniques designed to accomplish academic as well as effective outcomes. It is important to emphasize that incorporating Service-Learning does not change what we teach, but how we teach it. With these changes comes a new set of challenges for both the student and the teacher. 2. Will I be able to apply the strategy successfully? Trying anything new is a risk, and it challenges our competencies. Most practitioners report a steep learning curve with confidence developing fairly rapidly once the strategy is allowed to work. Relinquishing full control of the classroom is hard for many of us to do, but once we move from being the “sage on the stage” we find that students can and will play an active role in their learning if given the right structure and opportunity. Reading materials in this handbook, attending a few workshops and seminars, conversing with other Service-Learning faculty, and consulting with the Service-Learning Coordinator, will help you become more comfortable with using Service-Learning as an integral part of your course. 3. How can my students who are taking remedial courses in
reading, writing, or math help? Some faculty may be concerned that their students lack adequate preparation or skills to help others in a meaningful way. Obviously, faculty and staff must use judgment in choosing appropriate placement and identifying levels of responsibility. The agencies must also orientate and train our students to perform specific service. When it comes to meeting the unexpected challenges that we worry about, we find students will generally rise to the occasion. Whether teaching a younger student to read or reading to the blind, students will exert extra effort to be able to succeed at the task because it means something to them and those in need of their help. This is the beauty of Service-Learning – it motivates students to learn and gain higher levels of competence. They see that more knowledge is tied to higher effectiveness in the real world. 4. How can I fit something new into an already cramped
curriculum? Service-Learning is not an add-on to your current course requirements. It does not change or add to what we teach; it only changes how we teach it. A part of the traditional classroom content activity is replaced with action and meaningful involvement of students in experiential learning. 5. Most of our students are working in addition to their school
attendance. How can we
expect them to fit Service-Learning into their already busy schedule? Surprisingly, many students are willing and able to do Service-Learning. Because of the variety and volume of our placement sites, there are opportunities and needs for students 24 hours a day, seven days a week. As faculty and staff, we must remain flexible in our hour requirements, recognizing the demands placed on our students. 6. What if something happens to my students or their actions
result in damages to someone else?
There is an inherent risk in any out-of-classroom activity. All Service-Learning students should be fully informed about their placement and knowingly consent to undertaking any risk associated with that placement. So please do recommend those community agencies that are listed in the community agency brochure to your students. In most cases, the agency or site that provides the Service-Learning experience will be responsible for the acts of students assigned to it and assumes responsibility for the student. However, due care and judgment must always be exercised to assure that we do not place students in situations fraught with danger or unreasonable risk. We must also use any information or knowledge we as faculty have which might disqualify a student from engaging in certain activities to protect either the student or the public. 7. Can I do just a day of service?
Yes. Some one-day activities include celebrating Martin Luther King or sponsoring an activity on campus. Again, activities can vary depending on the course objectives. However, while these activities are for one day, reflection must occur. This can be achieved during the student’s lunch hour or break or the day after the activity. Meet with Mimi Nakano, to discuss some one-day service options.
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