Service Learning

What exactly is Service-Learning?

Service-Learning is a rapidly expanding movement within American higher education.  Campus Compact, the fastest growing national network of colleges and universities committed to Service-Learning, began only 20 years ago.  It currently boasts over 1,000 members representing five million students.  As an organization, Campus Compact is committed to refining Service-Learning pedagogy, as well as employing numerous networks to strengthen Service-Learning theory and practice.  

Messiah College enjoys a unique relationship with Campus Compact.  The headquarters of Pennsylvania Campus Compact are located on our own Grantham campus.  Dr. Charlene Gray, Executive Director of PA Campus Compact, served on the Agapé Center Search Committee, taught an FYS course for Messiah, and was featured as a keynote speaker at Messiah’s 2006 National Service-Learning Conference. In addition, former President Dr. Rodney Sawatsky served on the Pennsylvania Campus Compact Board during his tenure at Messiah.  Currently, President Kim Phipps is also serving on the board to provide ongoing support for state Service-Learning initiatives.

What is Service-Learning at Messiah College?

Service-Learning
Service-Learning refers to a pedagogical model which intentionally integrates academic learning with community service in a credit-bearing academic course. Students participate in an authentic service activity which meets needs identified by the community (designed within the framework of a mutually beneficial relationship) and critically reflect on that activity.  Thus, students gain a deep understanding of course content, a commitment to socially responsible citizenship, and develop skills and understanding needed to contribute to civic well-being.

Learning-Guided Service

Learning-Guided Community Service is a non-credit bearing activity where students, educators and staff volunteer in a service which meets community needs.  Although the primary emphasis is on service, Learning-Guided Community Service differs from “community service” in that it recognizes that much learning can occur for those serving when proper training and reflection is completed.  Intentionality in purpose, placement, effective service outcomes, and applied holistic learning outcomes in relationship with the community partner remain a priority.

What Can Students Gain from Service-Learning?

• Greater understanding of concepts and skills studied in the classroom
• Hands-on experience
• Deeper vocational identity, spiritual worldview, and leadership development
• Richer commitment to life-long service
• Applied understanding of their civic engagement responsibilities
• Deeper commitment to justice and reconciliation

What Can Faculty Gain from Service-Learning?

• Students with greater understanding of their subject
• Personal satisfaction in knowing their students are making a difference in their communities
• A renewed challenge in understanding and applying the subject they are teaching
• Academic credentials in applying a unique, respected and valued pedagogy
• The potential of research and application grants
• Publication on applying their subject in a Service-Learning pedagogy