The philosophical roots of service learning can be traced to theorists who believed that active engagement was necessary for learning to occur. The components of successful service learning projects include dynamic participation, well-organized experiences that further academic goals, opportunities for reflection, a focus on the needs of the community, and the application of skills germane to coursework (Billig 2000). Calls for accountability and evidence-based practices in higher education reinforce a ‘new model for excellence’, one that includes meaningful partnerships between schools and communities (Zlotkowski 1998).
Service learning positively affects academic performance and life skills (Astin and Sax 1998). Students who participate in service learning projects agree that the individual can bring about societal changes, a tenet of social justice. Based on two years of involving students across disciplines with service learning projects, this paper will describe/share methods of selecting project, completing, and assessing service learning projects with the Millennial generation.
|Keywords:||Service Learning, Academic Service Learning, The Millennial Generation|
Professor, The Phyllis J. Washington College of Education and Human Sciences, The University of Montana, The University of Montana, Missoula, MT, USA
Lecturer, Internship Coordinator, Department of Animal Science, The University of Kentucky, Lexington, KY, USA