Definitions
On campuses throughout Canada, community service-learning(CSL) is still evolving and is being adapted to local institutional and community cultures and contexts. This explains the various definitions and labels for learning through service, both integrated into academic curriculum and within extra-curricular programs. However, most published definitions clearly demonstrate common concepts and a generally accepted approach, which highlight the unique nature of this dynamic vehicle for education. Below are examples of some definitions from the field, followed by a list of key charcterisics of CSL.
Canadian Alliance for Community Service-Learning (Canada)
Community Service-Learning (CSL) is an educational approach that integrates service in the community with intentional learning activities. Within effective CSL efforts, members of both educational institutions and community organizations work together toward outcomes that are mutually beneficial.
Community College National Center for Community Engagement (United States)
Service-learning is a teaching method which combines community service with academic instruction as it focuses on critical, reflective thinking and civic responsibility. Service-learning programs involve students in organized community service that addresses local needs, while developing their academic skills, sense of civic responsibility, and commitment to the community.
National Service-Learning Clearinghouse (United States)
Service-learning combines service objectives with learning objectives with the intent that the activity change both the recipient and the provider of the service. This is accomplished by combining service tasks with structured opportunities that link the task to self-reflection, self-discovery, and the acquisition and comprehension of values, skills, and knowledge content.
Key Characteristics of CSL
- Within curricular CSL, service links to academic content and standards, and is appropriate to student learning goals
- In extra-curricular CSL programs, service links to student learning and development goals
- Involves collaboration between faculty/staff, students and community organizations to determine and meet real, defined community needs
- Reciprocal in nature, benefiting both the community and the service providers by combining a service experience with a learning experience
- Integrates a strong reflective element in order to maximize meaningful learning
- Can be used in any subject or program area so long as it is appropriate to identified learning and/or development goals