Abstract:

Service-learning, as a teaching method, facilitates positive social change by integrating meaningful service to the community through curriculum-based or community-based learning. Service-learning as an instructional method allows for meaningful service to the community that combines academic with civic learning. The method provides students with new perspectives on social problems and how they can take an active role in bringing social change. It can facilitate community action that is intentional and purposeful and that generates sharing and learning by all involved in a project.

Implementing a course-based service-learning project is an extensive undertaking. A Planning Model is developed by students. Through this process students acquire new strategies to address an identified problem, to find solutions, and to create change.

The six phases of the service-learning Planning Model are:
1) Identify an issue,
2) Develop a strategic Action Plan,
3) Build partnerships,
4) Conduct research and fieldwork,
5) Collect and analyze data, and write reports, and
6) Distribute results and conduct reflection/evaluation.

Howard University is in the heart of the nation's capital, Washington, DC. The school has numerous resources and opportunities for engaging students in service-learning in the metropolitan area. Anthropology classes at Howard University, over the last twenty-five years, have engaged students in a series of service-learning projects in conjunction with non-profit community-based organizations, local and federal government agencies, grassroot community organizations, law enforcement, public health programs, and the faith-based community. Projects have addressed issues such as domestic violence, youth violence, gun violence, reentry of former prisoners into their communities, mentoring programs, and bridging the gap between social services and community needs.

The results of the service-learning projects have contributed to identifying the disconnect between what services are offered in the identified issue, why recipients are not receiving needed services, and proposed solutions. Partnerships with individuals and organizations have been formed as an outcome of the projects and new efforts have been built on the previous work of participating classes.

The service-learning experience teaches students invaluable life-skills, builds a strong sense of civic responsibility, and generates commitment by individuals to making a difference. Combined with the reciprocal impact on the students themselves, service-learning experiences are among the most productive elements of university-community partnerships to build social and community capacity.

Keywords:

Service learning, civic learning, planning model.