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Abstract
This article examines the qualitative and quantitative differences between course-based service learning programs and non-course-based service programs at the post-secondary level. A review of the research to date reveals greater benefits for students who participate in course-based community service compared to participation in non-course-based service. The course-based model’s cognitive component of organized reflection appears to be the key contributing factor that produces benefits superior to the non course-based approach, both in number and quality. Based on these findings, post-secondary institutions using non-course-based service learning program should consider changing to the course-based model.
Highlights
Post-secondary community service programs began when students were encouraged by their respective colleges and universities to provide volunteer services to local community organizations
The authors concluded that it was the “joint reflection by students on the service experience [that] entirely explains the positive effects” found in students participating in the service learning experiences verses students who participated in community service experiences
Non-course-based community service can lead to some degree of transformative learning, this connection becomes explicit in course-based service
Summary
Post-secondary community service programs began when students were encouraged by their respective colleges and universities to provide volunteer services to local community organizations. Service learning is a type -based experiential learning that emphasizes benefits for the student as much as for the recipient These benefits to the student are the result of intentionally designed course objectives intended to promote student learning and development through student community service and action The issue of concern is that the research on student community service makes the case that the benefits to the student are more numerous for the course-based community service model, compared to the non-course-based service model. This raises two important questions: 1) are these differences significant enough for the course-based model to be considered more beneficial to the student than the non-course based model, and 2) if the course-based service model results in more benefit to the student, do post-secondary institutions which employ the non-course-based model do their students a disservice by doing so?
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