Traditional vs. Non-traditional Service

Bringing Service
and Learning
Courtney Anstett, M.S.
Service-Learning Coordinator
Norwalk Community College
Norwalk Community College Service-Learning Stats
Academic Year 07-08
Academic Year 08-09
Academic Year 09-10
Academic Year 10-11
Academic Year 11-12
Academic Year 12-13
Academic Year 13-14
This equates to approx. 41,600 hours of service provided to the community.
2073 students since fall 2007
Many faculty offer S-L in their courses every semester, some only offer S-L in courses that only
run during the fall or spring semester, some offer it once do not continue
Traditional vs. Non-traditional Service-Learning
Traditional Service-Learning:
Students to voluntarily engage in course-related service. Each traditional Service-Learning
course is matched, based on its course goals and objectives, with organizations in need
around the community. They believe that it encourages a deeper sense of learning
and the Service-Learning students bring a different dynamic to the classroom,
which benefits classroom discussions. Students complete 20 hours of direct service
per semester (2 hours per week for 10 weeks). Students work independently in the community
based on their schedule (outside of class time). Faculty members arrange for students to not do
additional work just a different type of work.
Non-traditional Service-Learning:
Service is incorporated into the course during class time. All students participate in the project.
Usually consists of entire semester or a majority of it. Students can work independently or in
small groups on more indirect service projects.
Faculty Testimonials
• I think S-L has been a “win-win” for the marketing students at NCC. Students improve their critical
thinking skill and problem solving skills extensively. –Marketing Faculty
• I think S-L is an excellent option for students. Students are able to appreciate the importance of
using the language. –Spanish Faculty
• Students who participate are able to apply concepts learned in class and work hands on with a variety
of people from different economic, social, and cultural backgrounds. –Human Services Faculty
 My students were delighted to be a part of this initiative. Service-Learning opens students’ eyes to a
variety of situations they are usually unfamiliar with. –English Faculty
• Although it was time consuming as an instructor, it was worth it. This was a valuable experience for
my students to professionally critique and debate ES strategies. –Exercise Science Faculty
Benefits of Teaching with Service-Learning can:
•Encourage interactive teaching methods and reciprocal learning between students and faculty
•Add new insights and dimensions to class discussions
•Lead to new avenues for research and publication
•Promote students' active learning; engage students with different learning styles
•Develop students' civic and leadership skills
•Provide networking opportunities with engaged faculty in other disciplines
•Foster relationships between faculty and community organizations, which can open
other opportunities for collaborative work
•Provide firsthand knowledge of community issues; provide opportunities to be more
involved in community issues
Bringing Service and Learning Together
Community Need
Educational Objective
Volunteers assist in providing quality programs
and services to the Spanish speaking senior
participants. This includes social, recreational,
and educational programs.
Elementary Spanish I & II students will
demonstrate effective communication skills in
Spanish through their ability to listen, read,
write and speak clearly. Students will learn
more about different Spanish speaking
countries, cultures, and traditions.
Service-Learning Strategy
The Service-Learning Project is an opportunity
for students to practice their Spanish and learn
about the Spanish speaking culture by interacting
with the seniors at the center. The project
represents experiential learning – or put another
way, learning by doing. Students complete oral
histories for the seniors to preserve their past for
future generations.
Bringing Service and Learning Together
Community Need
Educational Objective
Assist people who generally make $53,000 or
less, persons with disabilities, the elderly and
limited English speaking taxpayers who need
assistance in preparing their own tax returns
Students from the Federal Income Tax I and II
classes who are enrolled in the Accounting
Career or Accounting Certificate Programs learn
basic understanding of federal income taxes for
individuals and partnerships.
Service-Learning Strategy
The Service-Learning Project is the key opportunity for
students, through the Volunteer Income Tax Assistance
(VITA) Program, to apply the knowledge they learn in the
classroom in serving the community and the enhancement of
their interpersonal skills in dealing with tax clients with real
issues. Students were trained by the IRS and was required
to pass IRS certification exams through basic, intermediate
and advanced levels. Students completed and electronically
filed federal income tax returns.
Bringing Service and Learning Together
Community Need
Educational Objective
A way to market their services in a more
effective and economical way using a
of outlets including social media and materials to
help expand their capacity for growth.
Students enrolled in Principles of Marketing
need to apply what they are learning about
marketing research and strategy to real-life
Service-Learning Strategy
The Service-Learning Project is the key opportunity for
students to apply marketing concepts presented in class to
problems and opportunities as they exist within businesses
today. The project represents experiential learning – or put
another way, learning by doing. Students get exposure to:
Working as part of a team to identify and propose
solutions to business problems
Understanding the role of marketing as a business
Developing recommendations based on marketing
Presenting their ideas to an audience including their
Service-Learning ‘client.’

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