A qualitative review of campus-wide service activities shows the emergence of three distinct categories of service: community service, service learning, and civic engagement.
Community Service
Community service, or co-curricular service, is defined as service that “raises students’ consciousness and familiarity with issues related to various communities” but that often lacks intentional academic learning outcomes. (Howard, 2001). The output of community service is work that addresses the symptoms of social issues (i.e. hunger, affordable housing) but not the systems that perpetuate the issues.
Community service is often a “one-off” experience that involves a student volunteering for short period (from one hour to one week) at a non-profit organization. Community service at RWU is widespread and includes programs such as Alternative Spring Break, Senior Citizen Yard Work Day, Community Service Work Study Program, and initiatives by athletic teams, student clubs and organizations, and individual students who want to “make a difference” in their new community. This category also includes charitable work, such as our Thanksgiving Basket Drive, Giving Tree, and residence hall food collections.
Service Learning
Service learning is defined as “a credit-bearing, educational experience in which students participate in an organized service activity that meets identified community needs and reflect on the service activity in such a away as to gain further understanding of course content, a broader appreciation of the discipline, and an enhanced sense of civic responsibility (Long, 2001). In short, service-learning is a reciprocal relationship between the agency and the university. Real community needs are met as students hone academic skills and consider their responsibilities as members of a community.
Service-learning is a more intense service experience for both the student and the community partner as more emphasis is placed on a sustained service experienced lasting at least one semester and reflection that intentionally connects the service to learning outcomes. Since its official introduction to the RWU community in 1998, service learning has grown to include direct service, research based service, and experiential learning.
Service learning can include direct service as well as research-based service. For example, direct service is being provided by students enrolled in “Literacy in the Schools” I and II All students are required to serve a minimum of 15 hours in literacy based experiences in the elementary school system and act as literacy coaches for group and one-on-one reading activities. Research-based service is a growing trend in service-learning that allows students to construct survey tools or conduct research that is shared with the community partner.
Students enrolled in “Qualitative Research Methods” in fall 2005 partnered with Girl Scouts of Rhode Island to create research tools that would help the agency determine why enrollment has decreased state-wide. Internships and co-ops offer an increased depth of hands-on experience for the student, the opportunity to significantly contribute to the agency, and a more intense involvement in the community. During the 2005/2006 academic year, RWU students contributed over 3,000 of service to non-profit community partners and government agencies through internships and co-op experiences This extended service-learning experience of approximately 130 hours allows the students to learn more about the community partner, the social problem that necessitates the work of that agency, and, most importantly, why that student’s work was important to the community.
Civic Engagement
Civic engagement can be its own form of community service or a byproduct of both community service and service learning. Students become engaged civically whenever they serve, whatever the length of that service because they venture off our campus and into the local community to connect with individuals and organizations. When we speak of civic engagement for its own sake, we think of more political work. Where community service addresses the symptoms of social issues, civic engagement addresses the systems that perpetuate those problems. Project 540, a civically-focused high school student group funded by the Pew Charitable Trusts, defines civic engagement as “adding one’s voice to community conversations. Advocacy on behalf of others. Participation in public life.
Encouraging other people to participate in public life. Joining in common work that promotes the well being of everyone.” Examples of civic engagement include writing letters to the editor, running voter registration drives, and hosting political candidates on campus. Civic engagement can also be seen in activism. Students at Roger Williams recently formed groups that will work on the One Campaign and justice in Darfur. Their work involves educating their peers as well as protest against what they perceive as tyranny, domestically and globally.
Civic engagement can also have more personal side. Students who gathered in 2001 for the Wingspread Summit for Student Civic Engagement stated “The manner in which we engage in our democracy goes well beyond the traditional measurements…like voting. Student civic engagement has multiple manifestations: personal reflection/inner development, thinking, reading, silent protest, dialogue and relationship building, sharing knowledge, project management and formal organization that brings people together” (Long, 2001) These students make the argument that merely being informed on civic issues means that one is civically engaged. RWU’s core curriculum’s questions - Who Am I? What do I know? Based on what I know, what should I do? - encourage students to synthesize reflection, knowledge and action, as the Wingspread Students advocate.