Frequently Asked Questions

 

1. What is the difference between service-learning and volunteerism?
Service-learning is unique in that it links the service experience to specific learning objectives of a course. Service-learning includes an integration of theory and practice, and an emphasis on civic responsibility. Adding volunteer service to a course without integrating the project with in-class discussions or projects, nor allowing time to discuss how the service connects to course learning, is NOT service-learning.

2. How can service-learning help my community agency?
Service-learning can provide your community organization with added help. Depending on the course and Service-learning arrangements, students from a class may volunteer at your agency for a few hours per week, conduct research on an issue or problem and develop solutions to benefit your agency or clientele, or design a plan (marketing, architectural, etc.) to accommodate your needs. Either way, you receive a tangible benefit that meets your unique needs, while helping students learn more about the course content.

3. What are the risks and what is my liability?
University of Nebraska-Lincoln students are covered by University insurance for service in the Lincoln community as part of a course (Transportation to the site of the service included). Even so, it is a good idea to make sure students are clearly informed of potential risks before they volunteer. Describe the activities involved in the service, outline possible risks, and explain the skills required to perform the service. Make sure you have a clear line of communication with the faculty member so any difficulties can be reported quickly.

Quick Tips for Managing Risk

• Make sure volunteers can identify who to contact for help. On-site coordinators should be introduced, visible, and present during the entire project.
• Develop an emergency plan, including a posted list of contact phone numbers and a readily available phone. Educate participants on the emergency plan. In a medical emergency, for example, they should know to call 911, not you.
• Have a First Aid kit on site for minor medical emergencies.
• Watch the weather forecast for the possibility of dangerous weather during outdoor service events. Plan a system to quickly contact volunteers and participants regarding changes in plans or a cancellation.
• Check to make sure all drivers have a valid driver’s license and all vehicles are insured.

4. How much time will it take?
The most time-consuming part of integrating service-learning is in the initial stages of logistics and relationship-building. However, the amount of time service-learning involves within a course will depend on the volunteer activities that will be conducted. If students from a class will be volunteering in your agency for a few hours a week, the amount of time you will spend will be very similar to dealing with an increased number of your regular volunteers. If the volunteer activities are more research-based, such as developing a marketing campaign for your agency, you may need to attend the class once or twice per semester to describe your agency and review the final project. Furthermore, you will need to be in communication with the faculty member and students to answer any questions they may have.

5. How do I evaluate student performance? How are students assigned a grade for the service?
Community agencies should evaluate student service-learning workers in the same way you evaluate other volunteers or workers. Grades for service-learning are not awarded based on having served for a required number of hours, but on proof that the student learned from the experience which is based on reflection assignments, comments in class discussion, or exam questions that require the service experiences to be related to course learning.

(Some questions and answers adapted from Indiana Campus Compact, Service Learning Tip Sheets: A Faculty Resource Guide.)