Service Learning

Approach

Incorporate service learning into your curriculum

Description

An important component of positive mental health is giving back to others. Participating in service learning not only benefits the community, but has positive health benefits for volunteers. While many students perform community service as part of their extracurricular activities, it is important to consider that engaging in service takes time and resources. Particularly for students who support themselves or family members financially, it can be difficult to engage in service on top of their academic and job responsibilities. With this in mind, faculty can equitably support all students’ wellbeing by integrating service learning into their classroom.

Universal Strategy

Promote positive mental health in all students

Evidence Of Effectiveness

Scientifically Supported - Many longitudinal studies have shown engaging in service is correlated with positive mental health. Research has shown service is associated with many commonly-used outcomes to measure mental health, including selfreported happiness (Borgonovi, 2008; Thoits & Hewitt, 2001), psychological wellbeing (Piliavin & Siegl, 2007), thriving (Shreiner, 2010), and life satisfaction (Thoits & Hewitt, 2001; Appau & Awaworyi, 2018). A few findings from the literature may provide additional context for implementation:

• Regular engagement in community service was positively correlated with happiness even after controlling for socioeconomic status, indicating volunteer service may be an equitable strategy for promoting positive mental health (Borgonovi, 2008) • The relationship of volunteering to psychological wellbeing was moderated by level of social integration, meaning those who are less well integrated benefitted the most from volunteering (Piliavin & Siegl, 2007)

Implementation Guidance

Promote Extracurricular Opportunities

Curriculum Integration

Ideally, faculty have the ability to integrate service learning into their curriculum. However, if that is not feasible given the course’s scope, faculty can bring attention towards service learning opportunities. USC offers myriad programs for students to be involved in community service. Professors can encourage students to partake, whether by announcing these programs verbally in class or offering extra credit for those who participate. Many academic departments have unique service programs tailored to their students; for example, arts students can be involved in Arts in Action, a collaboration between USC’s art schools. Campus programs that are geared towards all students include: • Volunteer Center: Friends and Neighbors Day; Alternative Spring Breaks • Joint Educational Project (JEP) • Service-based student organizations

The following recommendations published by Vanderbilt University’s Center for Teaching (Bandy, 2011) serve as a useful starting point for faculty looking to build community service into coursework. The full guide on service learning and community engagement is available here.

One-time group service projects: Many faculty begin community engagement with a pilot project. In this design, students have the option to become involved in the community-based project. A portion of the normal coursework is substituted by the community-based component. For example, a traditional research paper or group project can be replaced with an experiential research paper or personal journal that documents learning from the service experience. Example: In lieu of a traditional research paper, students in a theatre history course could opt to write a dramaturgical research report for a service-based theatre company production.

Required within a course: In this case, all students are involved in service as an integrated aspect of the course. This expectation must be clearly stated at the first class meeting, on the syllabus, with a clear rationale provided to students as to why the service component is required. If all students are involved in service, it is easier to design coursework (i.e., class discussions, writing assignments, exam questions) that integrates the service experience with course objectives. Class sessions can involve agency personnel and site visits. Example: A computer science professor teaching an iOS app development course could partner with a local food bank to build a new feature into their app to better reach the families they serve.

Action research projects: This type of class involves students in research within the community. The results of the research are communicated to the agency so that it can be used to address community needs. Action research and participatory action research take a significant amount of time to build relationships of trust in the community and identify common research agendas; however, community research projects can support the ongoing research of faculty. Example: For a final project in a communication campaign class, students develop a campaign for a local animal shelter struggling with reaching potential adopters.

References

Appau, S., and Awaworyi, S. (2018). Charity, volunteering type and subjective wellbeing. Voluntas: International Journal of Voluntary and Nonprofit Organizations, 30(5), 1118–1132.

Bandy, J. (2011). What is Service Learning or Community Engagement? Vanderbilt University Center for Teaching. Retrieved from https://cft.vanderbilt.edu/guidessub-pages/teaching-through-community-engagement/.

Borgonovi, F. (2008). Doing well by doing good: Benefits for the benefactor. Social Science & Medicine, 66(11), 2321-3.

Piliavin, J. A., & Siegl, E. (2007). Health benefits of volunteering in the Wisconsin longitudinal study. Journal of Health and Social Behavior, 48(4), 450–464.

Shreiner, Laurie. (2010.) Thriving in community. About Campus.

Thoits, P. A., & Hewitt, L.N. (2001). Volunteer work and well-being. Journal of Health and Social Behavior, 42, 115–131.