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Student Service Learning (SSL) → Oversite of Student Service Learning

Oversite of Student Service Learning

Three core components are required for high-quality student service learning (SSL):

  • Step 1

    ACADEMIC PREPARATION to make meaningful contributions in response to authentic community needs.

  • Step 2

    SERVICE ACTION to achieve curricular objectives and develop responsibility in meeting a recognized community need.

  • Step 3

    STRUCTURED REFLECTION to consider the impact of the action and what was learned.

Quality service-learning experiences result in the strengthening of character, development of new skills, exploration of careers, and an expanded sense of community.

ACADEMIC PREPARATION of Student for the Service-Learning Experience

  • Identify a service project that is educational and meets an authentic community need.
  • Set the expectations and steps for engagement.
  • Specify skills needed.
  • Share aspects of the organization and career paths that are available.
  • Identify the adult who will train, supervise, and guide the student.

SERVICE ACTION Supervised Throughout the Service-Learning Experience

Consider the type of service action:

  • Direct Action involves service activities such as tutoring, visiting children in a hospital, serving food at a food kitchen.
  • Indirect Action involves service activities such as collections of food, clothing, toiletry items, fundraisers, and community clean-ups.
  • Advocacy Action involves service activities such as writing letters to officials stating an opinion on a topic, or speaking publicly about an issue.
  • Supervise the service action in a public place.

STRUCTURED REFLECTION of the Service-learning Experience by the student

  • Assist student as necessary to understand the community need they addressed.
  • Identify who benefited from the action that was taken.
  • Survey what the student learned about him/herself.
  • Identify the academic area connected to the service-learning experience.
  • Celebrate service and learning.
  • Encourage continued involvement.
  • Explore potential career goals as a result of this experience.