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Service Learning in Psychology: Principles of Best Practice
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Principles of Good Practice in Combining Service and Learning
An effective and sustained program:
- Engages people in responsible and challenging actions for the common good.
- Provides structured opportunities for people to reflect critically on their service experience.
- Articulates clear service and learning goals for everyone involved.
- Allows for those with needs to define those needs.
- Clarifies the responsibilities of each person and organization involved.
- Matches service providers and service needs through a process that recognizes changing circumstances.
- Expects genuine, active, and sustained organizational commitment.
- Includes training, supervision, monitoring, support, recognition, and evaluation to meet service and learning goals.
- Insures that the time commitment for service and learning is flexible, appropriate, and in the best interest of all involved.
- Is committed to program participation by and with diverse populations.
Honnet, E. P., & Poulson, S. J. (1989). Principles of good practice for combining service and learning. (Wingspread Special Report). Racine, WI: The Johnson Foundation.
Principles of Good Practice in Community Service-Learning Pedagogy
- Academic credit is for learning, not for service.
- Do not compromise academic rigor.
- Set learning goals for students.
- Establish criteria for the selection of community service placements.
- Provide educationally sound mechanisms to harvest the community learning.
- Minimize the distinction between the student’s community learning role and the classroom learning role.
- Re-think the faculty instructional role.
- Be prepared for uncertainty and variation in student learning outcomes.
- Maximize the community responsibility orientation of the course.
Howard, J. (Ed.). (1993). Praxis I: A faculty casebook on community service learning. Ann Arbor, MI: Office of Community Service Learning Press, University of Michigan.
Standards of Quality for School-Based and Community-Based Service Learning
- Effective service-learning efforts strengthen service and academic learning.
- Model service learning provides concrete opportunities for youth to learn new skills, to think critically, and to test new roles in an environment that encourages risk taking and rewards competence.
- Preparation and reflection are essential elements in service learning.
- Youths’ efforts are recognized by those served, including their peers, the school, and the community.
- Youth are involved in the planning.
- The services that students perform make a meaningful contribution to the community.
- Effective service learning integrates systematic formative and summative evaluation.
- Service learning connects the school or sponsoring organization and its community in new and positive ways.
- Service learning is understood and supported as an integral element in the life of a school or sponsoring organization and its community.
- Skilled adult guidance and supervision are essential to the success of service learning.
- Preservice training, orientation, and staff development that include the philosophy and methodology of service learning best ensure that program quality and continuity are maintained.
Alliance for Service-Learning in Education Reform. (1995, March). Standards of quality for school-based service-learning.
Considerations in Planning Service-Learning Experiences
- Appropriate sites must be selected, and the course instructor must coordinate a relationship with the placement personnel.
- Confidentiality needs to be protected in the interchange between the school and the placement site.
- Some placements (e.g., domestic violence shelters) may be problematic in terms of safety and the strong personal emotions that may be aroused. Ideally, these issues would be anticipated before the service experience begins.
- The importance of respectful attitudes from the students toward placement personnel should be emphasized.
- Academic criteria and expectations must be clearly presented.
Raupp, C. D., & Cohen, D. C. (1992). A thousand points of light, illuminate the psychology curriculum: Volunteering as a learning experience. Teaching of Psychology, 19(1), 25-30.
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