The Value of Building a Service-Learning Environment

I was first introduced to the concept of service-learning in a sociology course I took in college. Having the opportunity then to see the readings and theories that were a part of the curriculum come alive in the community had a profound impact on my understanding of the course content. I’ve since carried that experience with me post-college to my current position on staff at the National Youth Leadership Council, which has given me the chance to share that understanding with others, particularly youth.

Earlier this fall, I had the unique opportunity to join the NYLC program staff and be a part of a service-learning kickoff event at Anthony Middle School in south Minneapolis. Though it is becoming increasingly common for schools and even entire districts to integrate service-learning into their curriculum, this was the first time I had seen a school-wide commitment to service-learning firsthand. 

In lieu of a traditional day of classes, the entire sixth-grade spent the morning participating in sessions related to the service-learning activities they would be participating throughout the year. NYLC staff led several Service-Learning 101 sessions, where community problem-solving was addressed as a core concept of service-learning and students were divided into groups that dug deeper using four steps—Investigate, Plan, Take Action, and Evaluate.

When asked, some students talked about their experiences in their neighborhoods witnessing bullying or littering and how they took action, or didn’t. It was encouraging to see their faces light up in response to simply asking for their perspective and giving them a chance to express their youth voice. When we framed the idea of service-learning in this way, their small group discussions took on a life of their own.

Immediately after meeting with our main contact at the school—a teacher who organized the event—it became apparent how much planning and logistical support went into making that day a success for the students. Without the enthusiasm and attention to detail of administrators, buy-in from teachers, support from parents, and resources from outside organizations like NYLC, these students would hold a very limited view of service-learning, if at all.

In the afternoon, teachers and administrators led an evaluation and reflection session to gather feedback from the day. This gave students and facilitators the opportunity to report back on what they learned, what they will take away, and what can be improved for next year’s event.

I can’t help but reflect back on what I took away from my experience in college and think about where I might be now if service-learning had been a part of my education as early as the sixth-grade.