Whom Does Service Learning Really Serve? Community-Based Organizations' Perspectives on Service Learning

Author:

Blouin David D.1,Perry Evelyn M.2

Affiliation:

1. David D. Blouin is an assistant professor of sociology at Indiana University South Bend. He teaches courses in introductory sociology, statistics, and culture. His current research interests are in the areas of culture, inequality, human-animal relations, and the scholarship of teaching and learning. His recently completed dissertation, which is a multi-method study of the role of animals in American families, examines the cultural, demographic, and biographical bases of relationships between people and...

2. Evelyn M. Perry is a PhD candidate in the Department of Sociology at Indiana University. She teaches courses in community and urban sociology and qualitative research methods. Her research interests are in the areas of culture, urban sociology, inequality and the scholarship of teaching and learning. She is currently conducting a multi-method study of the neighborhood-level relationship between residential racial integration and substantive social integration.

Abstract

One of the major selling points of service-learning courses is their potential to mutually benefit communities, universities, and students. Although a great deal of research reports numerous pedagogical and personal benefits for students—from improved grades and increased civic engagement to increased understanding and appreciation of diversity—there is relatively little research on the impact of service learning on the community. To understand when and how service-learning courses benefit the community, we conducted in-depth interviews with representatives of local community-based organizations that have worked with service learners. We report on the primary benefits and costs associated with service-learning courses. We identify three types of obstacles to successful service-learning courses: issues related to student conduct, poor fit between course and organizational objectives, and lack of communication between instructors and organizations. We develop practical guidelines for addressing these obstacles and for ensuring that service learning fulfills teaching and learning goals and provides valuable service to community-based organizations.

Publisher

SAGE Publications

Subject

Sociology and Political Science,Education

Reference35 articles.

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