Creating Service Learning Classes: A Guide for UCLA Faculty

What is service learning?
Service learning is a method whereby students participate in organized community service that is integrated into an academic curriculum. Service learning fosters civic responsibility, and students provide oral or written reflection during class time or through graded assignments.

Service learning at UCLA

• Students usually work 3-4 hours per week at an off-campus site, for a total of 20 hours per quarter;
• Students engage in meaningful work at their off-campus sites;
• Service learning work is connected to graded assignments;
• Reflection is built into the class discussions and/or writing assignments to create equal parts "service" and "learning."

Why service learning?

Research suggests that adults learn best through active learning. Potential learning outcomes for service learning include increased critical thinking, problem solving, oral and written communication skills, and experience working in diverse communities.

Service learning also sparks student interest, energy, and creativity, and offers lessons for a lifetime. Both faculty and students have an opportunity to develop real-world connections for academic curriculum.

Getting started

The keys to success are to plan well, start early, and consider the options for your service learning course. There is no single model, but many options exist to implement your vision for the course.

Utilize the Center's resources:

• Books and journals on the history, best practices and national models of service learning;
• Assistance with designing or revising your syllabus to align the course with Academic Senate guidelines;
• Help in identifying potential community partners that are well-established, organized, and safe for students, and have worked with other faculty previously
• Logistical support including timesheets, liability forms, site selection forms and evaluation tools.

Other useful resources for service learning information include the National Service-Learning Clearinghouse and Campus Compact.

Information for the syllabus

• A definition of service learning, including student responsibilities, and how service learning work will be connected to graded assignments.
• Start/end dates for service learning and total number of hours required
• Brief description of site, contact person, website and mini-job description for each location;
• Explanation of advance training/preparation required (which can take many forms)

Information for the community partners

• Class title (and syllabus)
• Service learning dates (generally Week 2 to Week 10) and total amount of time committed (20 hours per student)
• Background of your students (e.g., first year students; Economics majors, etc.)
• Initial visit or orientation requirements

Things to consider

• How many students can each site take? If you have 20 students, you will need 4-5 community partners.
• Which days/times does the community partners accept students? Weekend slots are rare so students will need to allow time in their school schedule (including travel to/from the sites).
• How far from campus are the sites, and what transportation options are available? Is parking provided for students who drive? NOTE: first year students are less likely to have their own vehicle, so sites within walking distance or accessible to bus lines are preferred.
• What exactly will the students be doing at the sites? Ask the community partners for a mini-job description.
• Are there any special requirements (e.g. TB test or background check)?
• Encourage site representatives to attend the first day of class and describe their organization and the opportunities available.