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20Apr2014

Men's Tennis vs. Fresno State

Men's Tennis vs. Fresno State

20Apr2014

Heathen Sunday

Join us at the Quadside Cafe (located in the USU library)…

21Apr2014

Biology Seminar: Juanita Rodriguez-Arietta, Dissertation Defense, Biology, USU

Juanita Rodriguez-Arietta, doctoral student of James…

21Apr2014

Enchanted Modernities - Mysticism, Landscape & the American West

Caine College of the Arts and the Leverhulme Trust…

21Apr2014

Plants, Soils & Climate Spring 2014 Seminar Series

3:45 Social in AGRS Atrium for each. Jan. 13, Brent…

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What is Service-Learning?

Service-Learning is a credit bearing educational experience in which students:

  • Meet community needs
  • Reflect on service activities
  • Gain a richer understanding of course content
  • Earn an appreciation of a discipline
  • Develop an enhanced sense of civic responsibility


Benefits of Service-Learning

  • Develops deeper understanding of subject matter
  • Fosters greater motivation to learn
  • Promotes greater self-understanding
  • Heightens awareness of community
  • Integrates concepts from class into authentic issues
  • Provides quality educational experiences in college
  • Raises awareness of social issues


  • Reduces negative stereotypes
  • Increases tolerance for diversity
  • Enhances interpersonal skills
  • Improves leadership skills
  • (Site source)

Elements of Service Learning

  • Meaningful Service: It’s important that the service-learning project meet a genuine need that is significant and recognized as important by both the participants and the community. The activity can include teaching others, creating a product or performance, providing a service, community-based research, or advocating for change.


  • Connection to Learning: Effective service-learning establishes clear learning goals that require the application of concepts, content, and skills from the course and involves participants in the construction of their own knowledge.


  • Reflection: Reflection is the term for the processing of these experiences. It can take many forms, including essays, discussions, journals, oral presentations, creating a portfolio or filming a video. When reflecting students should consider:
    • What? What service did I perform?, What happened? What was learned?
    • So What? What was the result or benefit of the service rendered?
    • Now What? What will I do now? How can I continue to serve?