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3. The Myth of Synonymy: Experience, such as in the community, is
synonymous with learning.
Experience and learning are not the same. While experience is a
necessary condition of learning, it is not sufficient. Learning requires
more than experience, and so one cannot assume that student
involvement in the community automatically yields learning.
Harvesting academic and/or civic learning from a community service
experience requires purposeful and intentional efforts. This harvesting
process is often referred to as “reflection” in the service-learning
literature. In our experience with service-learning courses, students
make meaningful connections when they are guided through
reflections. The service experience alone can be confusing and
overwhelming; therefore, students need guidance from faculty to make
meaningful learning connections.
4. The Myth of Marginality: Academic service-learning is the addition of
community service to a traditional course.
Grafting a community service requirement (or option) onto an
otherwise unchanged academic course does not constitute academic
service-learning. While such models abound, this interpretation
marginalizes the learning in, from, and with the community, and
precludes transforming students’ community experiences into learning.
To realize service-learning’s full potential as a pedagogical tool, the
community experience must be considered in the context of, and
integrated with, the other planned learning strategies and resources
in the course. This includes changing the syllabi for activities and
assessment related to the service, and providing clear expectations
for students and community partners about learning goals and service
objectives.