Complete Guide Service Learning

Praise for The Complete Guide to Service Learning
“The Complete Guide to Service Learning has been my go-to resource for sharing ideas with our partner
organizations and with anyone who says, ‘Tell me about service learning.’ Rich in information, ideas,
and practical suggestions, this guide inspires and reminds me how important our youth are and what
valuable contributors they can be. Cathryn’s book brings learning and service to life.”
—Elaine Leibsohn, America’s Promise Alliance
“How can teachers begin or support a service learning program in their classroom or school? What
role does [service learning] play in the curriculum? What are the true benefits to society and to
students? . . . Kaye answers these questions and more. Fresh insights, practical guidelines, and useful
resources make this book essential.”
—Curriculum Connections
Praise for the previous edition:

“An informative book for those interested in creating or overseeing service-learning programs.”
—Youth Today
“A wonderful step-by-step guide with handy tips and practical advice. An outstanding resource, a must-have.”
—Voice of Youth Advocates (VOYA)
“A rich resource.”
—Library Media Connection
“Cathryn Berger Kaye’s energy, commitment, knowledge, and compassion are an inspiration. The Complete Guide to Service
Learning captures all of these qualities, along with her practical advice and years of experience in educating the hearts and
minds of the young. Putting these ideas into action in your classroom will forever change the lives of your students and just
might help change the world.”
—James Howe, author of Bunnicula and The Misfits
“Service learning expert Cathryn Berger Kaye writes a powerful guide to invigorate students, teachers, and youth leaders.
The practical service learning strategies and diverse themes will awaken and engage even the most reluctant learners.”
—Denise Clark Pope, lecturer, Stanford University School of Education and author of Doing School: How We Are
Creating a Generation of Stressed-Out, Materialistic, and Miseducated Students
“The Complete Guide to Service Learning addresses civic and character education and service learning all in one work, at a time
when renewing the civic mission of schools is becoming more urgent.”
—John Minkler, Ph.D., author of Active Citizenship, Empowering America’s Youth, and Teacher Tools for Civic Education
and Service-Learning, with Don Hill
© 2014 Free Spirit Publishing. All rights reserved.

The Complete Guide to
Service
Learning
Proven, Practical Ways to Engage
Students in Civic Responsibility,
Academic Curriculum,
& Social Action
Revised & Updated Second Edition
Cathryn Berger Kaye, M.A.

Copyright © 2010, 2004 by Cathryn Berger Kaye, M.A.
All rights reserved under International and Pan-American Copyright Conventions. Unless otherwise noted,
no part of this book may be reproduced, stored in a retrieval system, or transmitted in any form or by any
means, electronic, mechanical, photocopying, or otherwise, without express written permission of the pub-
lisher, except for brief quotations or critical reviews. For more information, go to www.freespirit.com/company/
permissions.cfm.
Free Spirit, Free Spirit Publishing, and associated logos are trademarks and/or registered trademarks of Free
Spirit Publishing Inc. A complete listing of our logos and trademarks is available at www.freespirit.com.
Library of Congress Cataloging-in-Publication Data
Kaye, Cathryn Berger.
The complete guide to service learning : proven, practical ways to engage students in civic responsibility,
academic curriculum, & social action / Cathryn Berger Kaye. — Rev. & updated 2nd ed.
p. cm.
Includes bibliographical references and index.
ISBN 978-1-57542-345-6
1. Service learning—United States—Handbooks, manuals, etc. 2. Civics—Study and teaching—United
States—Handbooks, manuals, etc. I. Title.
LC220.5.K39 2010
370.11’5—dc22
2010000213
Free Spirit Publishing does not have control over or assume responsibility for author or third-party websites and their content.
At the time of this book’s publication, all facts and figures cited within are the most current available. All telephone numbers,
addresses, and website URLs are accurate and active; all publications, organizations, websites, and other resources exist as
described in this book; and all have been verified as of May 2014. If you find an error or believe that a resource listed here is
not as described, please contact Free Spirit Publishing. Parents, teachers, and other adults: We strongly urge you to monitor
children’s use of the Internet.
Service learning occurs in each of the fifty United States and internationally. Some project descriptions are attributed to
specific schools or youth groups and identified by city, state, or region. All efforts have been made to ensure correct attribution.
The names of the young people quoted throughout the book have been changed to protect their privacy.
Photo Credits: page 75, ©istockphoto.com/rocksunderwater • page 84, ©istockphoto.com/pailoolom • page 96,
©istockphoto.com/Kuzma • page 118, ©istockphoto.com/BrianAJackson • page 134, ©istockphoto.com/ooyoo •
page 144, ©istockphoto.com/skodonnell • page 170, ©istockphoto.com/garymilner • page 198, ©istockphoto.com/
jorgeantonio • page 213, ©istockphoto.com/matthiashaas • page 229, ©istockphoto.com/agentry
Edited by Jennifer Brannen, Meg Bratsch, and Darsi Dreyer
Cover and interior design by Tasha Kenyon
10 9 8 7 6
Printed in the United States of America
Free Spirit Publishing Inc.
Minneapolis, MN
(612) 338-2068
help4kids@freespirit.com
www.freespirit.com
Free Spirit offers competitive pricing.

Contact edsales@freespirit.com for pricing information on multiple quantity purchases.

DEDICATION
With great admiration, to the students and teachers who bring service learning to life every day.
And to my mother who always believed I could.
ACKNOWLEDGMENTS
Just as it takes a village to raise a child, a community Many thanks to colleagues across the country who
has contributed to this book. This has been a journey read and recommended some of the new titles added
of commitment and passion influenced by many in to the theme bookshelves: Julie Rogers Bascom, Betty
the service learning world. The following people made Berger, Tracy Harkins, Anne Hill, Don Hill, Resa Nikol,
exceptional contributions. Truly, I thank you with a Nan Peterson, Laura Rog, Fran Rudoff, Susan Sneller,
full and grateful heart. With special gratitude to: Veray Wickham, and Artemis Brod (who fell in love
• the fantastic authors for their inspiring books and with children’s and young adult literature from read-
interviews; you are my “rock stars”! ing so many books!).
Thanks to Toni Plummer and Betty Berger for
• Joe Follman, Florida Learn & Serve, for his their assistance with the Planning for Service Learning
priceless response to my first edition manuscript templates found in the chapters Healthy Lives, Healthy
and his generous contribution of the foreword Choices, and Special Needs and Disabilities.
• Nan Peterson of The Blake School for Several students, teachers, and service learning
encouragement, heartfelt messages, and reminders advocates contributed to the Recommendations from
of why we care so deeply about youth and service the Field book suggestions. Many thanks to the follow-
learning ing for this valued contribution: Jill Addison-Jacobson,
• Artemis Brod and Ariel Kaye who participated as Betty Berger, Robert Bhaerman, Michael Blankenerg,
research assistants Nelda Brown, Grace Coffey, David M. Donahue, Denise
Dowell, Marty Duckenfield, Christopher Galyean,
• Judy Galbraith for her vision and the Free Spirit Carolina Goodman, Barbara Gruener, Don Hill, Ariel
Publishing staff for wholeheartedly embracing this Kaye, Devora Kaye, Gail M. Kong, Nan Peterson, Terry
enterprise, especially my editor Meg Bratsch for Pickeral, Denise Clark Pope, Antoinette C. Rockwell,
great insights Omer Rosenblith, Susan Starkweather, Sarah Grimke
• and my family—my sisters Marsha Rueff and Taylor, and Susan Vermeer.
Betty Berger, who remain my cheerleaders, and I extend my gratitude for the Voices from the Field
my wonderful husband Barry and daughters Ariel essays, which appear in full in the digital content.
and Devora for challenging my thinking, showing Thanks to contributors Susan Abravanel, Roser Batlle,
infinite patience, offering absolute support, and Anne Thidemann French, Ada Grabowski, Mike
nurturing me daily with love Hurewitz, Ron Perry, Nan Peterson, Donna Ritter,
Evelyn Robinson, and Jon Schmidt.
And finally, to all the students, educators, com-
munity groups, and colleagues too numerous to
mention by name whose dedication to service learning
excellence inspired the descriptions of service learning
success stories in this book—many thanks.

Contents
List of Reproducibles�� viii PART TWO. Service Learning Themes
Digital Content�� ix Chapter 4. AIDS Education and Awareness��74
Foreword�� xi Preparation: Getting Ready for Service Learning
A Word from the Author Involving AIDS Education and Awareness�� 74
About This Second Edition�� xii Making Connections Across the Curriculum�� 76
Introduction�� 1 Service Learning Scenarios: Ideas for Action�� 76
The AIDS Education and Awareness Bookshelf�� 80
PART ONE. The Service Learning Handbook
Chapter 5. Animal Protection and Care��83
Chapter 1. What Is Service Learning?��8
Preparation: Getting Ready for Service Learning
A Definition of Service Learning�� 9
Involving Animal Protection and Care�� 83
Before You Start: Frequently Asked Questions�� 9
Making Connections Across the Curriculum�� 85
What Makes Service Learning Successful?�� 13
Service Learning Scenarios: Ideas for Action�� 85
The Process of Service Learning: The Big Picture�� 15
The Animal Protection and Care Bookshelf�� 91
An Example of Putting It All Together:
Service Learning Meets the Canned Food 21Drive�� 18 Chapter 6. Elders��95
What Next?�� 21 Preparation: Getting Ready for Service Learning
Involving Elders�� 95
Chapter 2. A Blueprint for Service Learning��22 Making Connections Across the Curriculum�� 97
Getting Started: A Blueprint�� 22
Beyond the Basics: Advancing Your
The Elders Bookshelf�� 103
Service Learning Practice�� 33
Going Global�� 43 Chapter 7. Emergency Readiness��107
Curve Balls and Stumbling Blocks Preparation: Getting Ready for Service Learning
in Service Learning�� 44 Involving Emergency Readiness�� 107
Chapter 3. The Theme Chapters and
the Service Learning Bookshelf��56
Getting Oriented: About the Thematic Chapters�� 56 The Emergency Readiness Bookshelf�� 113
About the Service Learning Bookshelf�� 58 Chapter 8. The Environment��117

What’s on the Shelf? Features of the Preparation: Getting Ready for Service Learning
Service Learning Bookshelf�� 58 Involving the Environment�� 117
Using the Service Learning Bookshelf�� 64 Making Connections Across the Curriculum�� 119
The Environment Bookshelf�� 126

Chapter 9. Gardening��133 Chapter 14. Safe and Strong Communities��197
Preparation: Getting Ready for Service Learning Preparation: Getting Ready for Service Learning
Involving Gardening�� 133 Involving Safe and Strong Communities�� 197
Making Connections Across the Curriculum�� 134 Making Connections Across the Curriculum�� 199
Service Learning Scenarios: Ideas for Action�� 135 Service Learning Scenarios: Ideas for Action�� 199
The Gardening Bookshelf�� 140 The Safe and Strong Communities Bookshelf�� 204
Chapter 10. Healthy Lives, Healthy Choices��143 Chapter 15. Social Change:
Preparation: Getting Ready for Service Learning Issues and Action��211
Involving Healthy Lives, Healthy Choices�� 143 Preparation: Getting Ready for Service Learning
Making Connections Across the Curriculum�� 145 Involving Social Change: Issues and Action�� 212
Service Learning Scenarios: Ideas for Action�� 147 Making Connections Across the Curriculum�� 213
The Healthy Lives, Healthy Choices Bookshelf�� 151 Service Learning Scenarios: Ideas for Action�� 215
The Social Change: Issues and Action Bookshelf�� 219
Chapter 11. Hunger, Homelessness,
and Poverty��157 Chapter 16. Special Needs and Disabilities��228
Preparation: Getting Ready for Service Learning Preparation: Getting Ready for Service Learning
Involving Hunger, Homelessness, and Poverty�� 158 Involving Special Needs and Disabilities�� 228
Making Connections Across the Curriculum�� 159 Making Connections Across the Curriculum�� 231
Service Learning Scenarios: Ideas for Action�� 159 Service Learning Scenarios: Ideas for Action�� 231
The Hunger, Homelessness, The Special Needs and Disabilities Bookshelf�� 233
and Poverty Bookshelf�� 164
PART THREE. A Culture of Service
Chapter 12. Immigrants��169
Preparation: Getting Ready for Service Learning Chapter 17. Creating a Culture of Service��238
Involving Immigrants�� 169 Why a Culture of Service Learning?�� 238
Making Connections Across the Curriculum�� 171 Growing Service Learning at Your School�� 245
The Immigrants Bookshelf�� 177 An Author’s Reflection�� 255
Chapter 13. Literacy��183 Resources�� 257
Preparation: Getting Ready for Service Learning Index�� 261
Involving Literacy�� 183 About the Author�� 275
The Literacy Bookshelf�� 191

List of Reproducibles
Chapter 2
Establishing Curricular Connections: Four Square Reflection Tool�� 54
Points of Entry�� 47 Community Response�� 54
K–12 Service-Learning Standards for Once You Know It, Show It! �� 55
Quality Practice�� 47
Assessment for Service Learning: Part One�� 55
The Five Stages of Service Learning�� 47
Assessment for Service Learning: Part Two�� 55
Service + Learning = Service Learning�� 48
Student Self-Evaluation�� 55
Planning for Service Learning�� 48
Across the Curriculum (blank)�� Digital content only
Planning for Service Learning Example
(Elementary)�� 48–49 Chapter 3
Planning for Service Learning Example Literature Circle Roles�� 72
(Middle School)�� 49
Literature Circle�� 72
Planning for Service Learning Example
Quotable Quotes�� 72
(High School)�� 49–50
Planning for Service Learning Example Chapter 17
(Special Needs)�� 50 Benefits of Service Learning�� 252
Getting Ready for Personal Inventory�� 50–51 Clarifying Roles for Success with Service Learning�� 252
Personal Inventory �� 51 Building Foundations for Service Learning�� 252
Gathering Information About a Establishing Curricular Connections�� 253
Community Need�� 51
Increasing Youth Voice and Choice�� 253
Who Is Helping?�� 52
Encouraging Teachers to Be Involved�� 253
Taking Action�� 52
Parent Involvement in Service Learning�� 253
Service Learning Proposal�� 52
Establishing Authentic Community Partnerships�� 254
Our Service Plan�� 53
Service Learning: Knowing the Terms�� 254
Community Contact Information �� 53
A Brief Step-by-Step Guide to Service Learning�� 254
Promotion—Turning Ideas into Action�� 53
Service Learning Vocabulary�� 254
Capture the Action �� 53
Progress Monitoring�� 54
Sequence for Reflection�� 54
viii
Digital Content
Forms from the Book Elementary; Hunger, Homelessness, and Poverty
See List of Reproducibles on page viii. Middle School; Hunger, Homelessness, and Poverty
High School; Hunger, Homelessness, and Poverty
Bonus Materials (in digital content only)
Elementary, Immigrants
Planning for Service Learning Examples
Middle School, Immigrants (see Forms from the Book)
Elementary, AIDS Education and Awareness
High School, Immigrants
Middle School, AIDS Education and Awareness
High School, AIDS Education and Awareness Elementary, Literacy
Middle School, Literacy
Elementary, Animal Protection and Care
High School, Literacy (see Forms from the Book)
Middle School, Animal Protection and Care
High School, Animal Protection and Care Elementary, Safe and Strong Communities
Middle School, Safe and Strong Communities
Elementary, Elders
High School, Safe and Strong Communities
Middle School, Elders
High School, Elders Elementary, Social Change: Issues and Action
Middle School, Social Change: Issues and Action
Elementary, Emergency Readiness
High School, Social Change: Issues and Action
Middle School, Emergency Readiness
High School, Emergency Readiness Elementary, Special Needs and Disabilities
Middle School, Special Needs and Disabilities (see Forms
Elementary, The Environment (see Forms from the Book)
from the Book)
Middle School, The Environment
High School, Special Needs and Disabilities
High School, The Environment
Interviews with Authors:
Elementary, Gardening
The Story Behind the Story
Middle School, Gardening
High School, Gardening AIDS Education and Awareness
James Cross Giblin
Elementary; Healthy Lives, Healthy Choices Allan Stratton
Middle School; Healthy Lives, Healthy Choices Animal Protection and Care
Kathe Koja
High School; Healthy Lives, Healthy Choices
Elders
Eve Bunting
Richard Michelson
Eileen Spinelli
ix
Emergency Readiness Voices from the Field
Danica Novgorodoff
(Note: Brief excerpts of these essays are included in the book)
Dana Reinhardt
Building the Sustainable Service Learning Partnership
The Environment
by Susan A. Abravanel
Laurie David
Don Madden Creating a Culture of Service Through Collaboration
by Roser Batlle
Gardening
Pat Brisson Creating and Supporting a Culture of Service Through
Professional Development by Anne Thidemann French
Healthy Lives, Healthy Choices
Jordan Sonnenblick District-Wide Implementation: Character and Service
by Ada Grabowski
Hunger, Homelessness, and Poverty
Lindsay Lee Johnson Getting Started in the Process of Creating a Culture of
Marion Hess Pomeranc Service: Developing Service Learning in a Texas School
District by Mike Hurewitz
Immigrants
Francisco Jiménez A Local Service Learning Association
Tony Johnston by Cathryn Berger Kaye and Donna Ritter
Literacy The Legacy Project: From Student Voice Comes a

Janet Tashjian Transformative Model by Ron Perry
Jake Tashjian Mission and Coordination: An Independent School
Ann Whitehead Nagda Perspective by Nan Peterson
Safe and Strong Communities Youth Empowerment to Create a District-Wide Culture
Sharleen Collicott of Service by Evelyn Robinson
Phillip Hoose Urban Service learning by Jon Schmidt
James Howe
Jerry Spinelli
Additional Bookshelf Titles
Social Change: Issues and Action
Deborah Ellis (Note: These lists include Recommendations from the Field.)
Sonia Levitin The AIDS Education and Awareness Bookshelf
Diana Cohn
The Animal Protection and Care Bookshelf
Special Needs and Disabilities
The Elders Bookshelf
Ellen Senisi
Cynthia Lord The Environment Bookshelf
The Gardening Bookshelf
The Healthy Lives, Healthy Choices Bookshelf
The Hunger, Homelessness, and Poverty Bookshelf
The Immigrants Bookshelf
The Literacy Bookshelf
The Safe and Strong Communities Bookshelf
The Social Change: Issues and Action Bookshelf
The Special Needs and Disabilities Bookshelf
x
Foreword
In a world and in schools beset with challenges, service or sustain youth service learning. When the first edition
learning is increasingly recognized as an effective solu- of Cathryn’s The Complete Guide to Service Learning
tion. How can this be? How can a mere teaching and was published in 2004, it instantly became the go-to
learning strategy improve education and also address reference and guidebook in the field, embraced by prac-
global issues like literacy, war, social justice, climate titioners across the country as well as internationally.
change, and poverty? The answer lies in what happens With its clear definitions, examples, reproducible forms,
during effective service learning and in the impacts the easy-to-use planning suggestions, and ideas for focusing
cumulative experiences have on both those who are service learning on a wide range of topics and needs, the
serving and those who are served. Guide became an indispensable tool. This second edi-
In school- or community-based service learning, tion retains all those practical resources and adds many
young people investigate issues and then design, imple- more. Integrating the new K–12 quality standards for
ment, reflect on, and tell or teach others about how they the teaching of service learning, the updated Guide has
have met real-world needs. They help younger children been supplemented with new themes, scenarios, book
learn reading, math, or science; raise awareness about titles, author interviews, reproducible forms, and ideas
violence and teen pregnancy prevention; create commu- for encouraging global literacy and creating a culture
nity gardens to feed people who are homeless; capture of service.
important histories and voices that previously have not Service learning has evolved far beyond the latest fad
been heard; design and demonstrate ways to conserve to come along in education and youth development. It is
energy; show communities how to prepare for and not merely one more “thing” that must be added to the
respond to disasters; and work with officials to improve countless other “things” educators must contend with.
their schools, towns, nations, and the world. Rather, it is a marvelously flexible strategy for educators
Through these diverse and meaningful experiences, to better teach students about themselves and the world,
young people apply knowledge, skills, and behaviors while meeting existing academic objectives. Service
they need to learn, while designing and performing ser- learning can be and has been implemented as a teach-
vice projects. This confluence of learning and service is ing methodology in every subject and grade level and is
the defining characteristic of service learning and what equally effective outside the school context.
distinguishes it from other types of giving. The secret Cathryn Berger Kaye has been deeply engaged in
about service learning is the reciprocity: it is designed to all aspects of service learning as a teacher; a local, state,
help the server as well as the served. national, and international service learning program
Research shows that well-designed service learning, developer and advisor; and as one of the nation’s leading
in addition to addressing identified needs, results in service learning trainers. She helped shape how service
positive academic, social, civic, and skill development learning is defined and paved the way in helping us rec-
for participating youth. Young people crave opportuni- ognize the essential roles that literature and demonstra-
ties to make a difference. They leap at the chance to use tion play in effective projects.
what they are learning in classrooms in ways that help The new Guide puts all the pieces together for you.
others, to get away from their desks and involved in their This resource can give you what you need to take that
communities, to have their voices heard by adults, and to first, second, or twentieth step in combining service
explore careers. They are more likely to come to school with learning to help improve children, schools, com-
and learn when these opportunities are offered. The sur- munities, our nation, and our global society.
prise is that more schools and youth-serving community
organizations took so long to make this discovery! Joe Follman
Director, Florida Learn & Serve: A Project of the Florida
You are a discoverer, and you are on to something big Department of Education and Florida State University’s
in finding this book, which can help you initiate, expand, Center for Leadership and Civic Education
xi
A Word from the Author About This Second Edition
Have you noticed? We are experiencing a global • The K–12 Service-Learning Standards for Quality
groundswell of service. The issues we face as a planet Practice
have now risen to a level that calls more of us to • Discussion of the Five Stages of Service Learning
action. Through service learning, we can engage our and their importance in the service learning
young people in learning about and addressing critical process
issues—climate change, population migration, hunger,
loss of habitat, illiteracy, and more—while contribut- • Two additional thematic chapters that reflect
ing to the betterment of themselves and others. Young current issues and describe how young people are
people, who are cognizant of the issues and have the responding: Emergency Readiness and Healthy
problem-solving abilities to address them, matter. Lives, Healthy Choices
Providing them with the skills and knowledge to do • A chapter entitled Creating a Culture of Service,
this vital work, in their own communities and the which provides ideas and resources to advance
larger world, adds relevance to their education. That your service learning practice and increase
is why I originally wrote this book and why it’s been its viability within your school, district, or
updated, revised, and expanded. organization
The first edition reflected my experiences as an edu- • New and updated forms, including Getting Ready
cator who spent years integrating service learning in my for Personal Inventory, Gathering Information
classroom and assisting others across the United States About a Community Need, Progress Monitoring,
as a program designer and presenter on the subject. and Literature Circles
Over decades of working with students, teachers, prin-
cipals, schools, youth groups, and community leaders, • Additional K–12 service learning scenarios for
I have continued to develop and refine the practice of readers to draw upon and be inspired to action
this pedagogy. Service learning improves the delivery of • Updated Web resources for every thematic chapter
knowledge and skills to students, and involves so much • Updated service learning resource listings
more than merely tacking on projects to existing lesson
plans. It is a preeminent blend of practical methods that • New titles on every thematic bookshelf, including
inform, involve, inspire, and move young people to be recently published books, to infuse literature and
true students, seekers of knowledge, and active partici- literacy into the service learning process
pants in our society. • New author interviews that demystify the writing
Teachers confirm that with service learning, their process and inspire students to become writers
students go beyond required assignments, reveal • Digital content packed with customizable forms,
hidden talents, apply themselves in ways that stretch more recommended book listings, author
their intellect, retain what they have learned, and interviews, and “Voices from the Field” essays
transfer the skills and knowledge to new situations. from service learning professionals providing
With academic-rich service learning experiences, stu- insights about advancing service learning (see
dents are doing astounding work as they prepare our pages 4–5 for more details)
communities for emergencies, repair our coral reefs,
protect animals, construct monuments to honor our Your engagement in high quality service learning
veterans, and spend time with otherwise lonely elders. prepares the young people you reach and teach to be
The field of service learning has evolved since this the best students they can be, and to be valued con-
book’s original publication, and I’ve infused new ideas, tributors to our collective well-being, now and in the
new resources, and new possibilities into the second future. For all you do, I am most grateful.
edition. What’s new in this edition?
xii
Introduction
At a service learning workshop in the mid-1980s, I state and local departments of agriculture and were
asked twelve teachers to think back to their earliest directed to a science department at the local univer-
memories of service—of giving service, receiving sity. Within a week, they were trained in assessing elm
service, or observing service. They willingly shared trees. Clipboards in hand, they traveled from street to
images of visiting retirement homes with a youth street diagnosing and reporting on the condition of
group, collecting money for UNICEF, working in each tree.
a hospital as a high school student, and tutoring a Suddenly, subjects came alive for our middle and
young neighbor who was struggling with reading. One high school students. The study of plant cells took on
woman described living in a rural community with new meaning. In math classes, record-keeping meth-
few financial resources. Still, her mother prepared ods, statistics, and percentages gained an importance
food each week that her father loaded onto the back they had not had before. Students described their
of their pickup to deliver to families whose needs were excitement and frustrations in journals and stories
more urgent than their own. She described watching with feedback from other students and teachers. As a
this and wondering, “Why are they giving away our culmination of their work, students submitted their
food?” She paused, reflecting. Then she said, “Maybe findings to state agencies and made a summary pre-
that’s why I take care of foster children. Maybe that’s sentation to a college class.
why I’m a teacher.” The students couldn’t save every tree, of course,
I have continued asking this question over the years however they did help protect some of the majestic
and I continue to find a connection between people’s elms. Along the way, they learned and practiced scien-
early personal experiences and memories of service tific reporting methods, became aware of the roles of
and their later choice to become teachers or otherwise state officials, and developed partnerships with college
work with children. Teachers—along with others who students. Motivated by a sense of purpose, our students
work in service professions—clearly have a natural identified themselves as community activists and came
affinity with service learning. Part of what draws us to speak with ease about civic responsibility.
into this career is the opportunity to reach children and
make a lasting—even profound—difference in their
You should know that the education of the heart
lives. Service learning provides deep and wondrous
is very important. This will distinguish you from
ways for this to happen.
others. Educating oneself is easy, but educating
My own experience with service learning began
ourselves to help other human beings to help the
long before the term was commonly used. I was teach-
community is much more difficult.
ing in a very small school in rural Maine. One morning,
a seventh-grade student brought in a newspaper article. — César E. Chávez, social activist
“That’s my street,” she announced, pointing at the
photograph. “See that tree? It’s two houses away.”
Since my first experience with service learning, I
“What’s wrong with the tree?” another student
have worked as a classroom teacher, developed pro-
asked her.
grams nationally and internationally, assisted with
“Dutch elm disease.”
advancing service learning in teacher preparation and
None of us was familiar with the term, but by the
certification efforts, stood before all sizes of groups
end of the day, we had all learned quite a bit about this
when presenting a conference keynote or interactive
disease that threatened the magnificent elms in our
session, and served as a leader of educational work-
neighborhoods. The students wanted to get involved.
shops for districts and schools. The Complete Guide
Before long, they were making phone calls to the
to Service Learning reflects my experiences both as an
1
2 The Complete Guide to Service Learning
educator, who presents about service learning and • Students benefit academically, socially, and
develops and refines its concepts and practices, and emotionally; develop skills; explore numerous
as a student, who acquires new ideas from the people career options; and may come to appreciate
I meet. the value of civic responsibility and actively
The desire to incorporate service learning into participating in their community.
education is growing exponentially across the globe. • Teachers make school and education more
Teachers improve their delivery of knowledge and relevant for their students, often seeing students
skills and become enlivened by the high level of student blossom and develop previously untapped
engagement that integrated service learning provides. strengths in the process; collaborate with their
Students make the essential connections that bring colleagues and community partners to develop
forth the best they have to offer and help them create exciting curriculum; and may find themselves
meaningful, relevant experiences. Service learning is professionally reenergized.
truly a win-win for all involved.
• School administrators may observe a boost in staff
and student morale as desired academic outcomes
Why Is Service are achieved, and the school’s profile is raised in
Learning Important? the community.
You may approach service learning for many different • Parents find new avenues for conversation with
valid reasons. Perhaps you’re drawn to service learning their children, and may help support service
based on experiences you had as a student or due learning within the school and create family
to personal or community values. You may want service experiences.
to introduce service learning to your classroom or • Community partners receive much needed
school after hearing about the many ways students help and may find themselves learning from the
become motivated and engaged by this hands-on students as they teach or interact with them.
teaching method. You may approach service learning
to respond to specific community needs or concerns An entire community benefits by encouraging and
or to promote involvement with social justice issues. supporting its students’ thoughtful civic involvement
You may have seen the success of a colleague, heard an and participation. Young people are acknowledged and
inspiring speaker, or read a news article that chronicled see themselves as resourceful, knowledgeable, agents
how kids took what they learned in a classroom and of change who can harness their curiosity, creativity,
used their knowledge and skills for the benefit of others. ideas, energy, and enthusiasm to benefit us all.
Many educators see the direct link between service The beauty of service learning is that something
learning and civic responsibility, literacy, social and real and concrete occurs. Learning takes on new and
emotional development, and improved school culture multiple dimensions. When students engage intellec-
and climate. Or perhaps you’re responding to school or tually and emotionally with a topic, they can light up
district requirements for incorporating service learning with a revelation or connect two previously separate
into curriculum and teaching methods, and you want ideas. What they’ve learned in school suddenly mat-
to maximize the benefits for all involved. Regardless of ters and engages their minds and hearts. Teachers also
which scenario seems most familiar to you, you’ll likely frequently respond enthusiastically to service learning,
find yourself asking—or answering—the question, finding their students’ eagerness and curiosity invigo-
“Why is service learning important?” rating. Education becomes relevant, as classroom
extends to the larger community. Math, science, social
• Service learning provides meaningful ways for
studies, languages, literature, the arts, technology—all
students, teachers, administrators, and community
are applied, used, and placed in contexts where they
agencies and members to move together with
really matter.
deliberate thought and action toward a common
purpose that has reciprocal benefits.

Introduction 3
In addition to the educational benefits, our soci- service learning with children of all ages. Thematic
ety depends on active participation of its members to chapters cover a wide variety of contemporary issues
thrive. Our acts of service can shape the society we live that serve as jumping-off points for service learning.
in. Even young children marvel at how their thinking Some thematic ideas are likely familiar, others less so.
and planning and doing makes a difference. Service All of the issues are important and the concepts and
learning enables a wealth of small and large “differ- suggestions have been used in schools throughout the
ences” to happen. Relationships develop between United States and the world.
people with an attendant understanding and appre-
ciation for similarities and differences. Eyes become How to Use This Book
accustomed to looking for needs in the community This guide has three main parts, and it’s designed to be
and recognizing opportunities for change. used in a specific order. Part One addresses the vari-
Even though service learning is exciting for teachers ous elements of service learning, how to get started,
as well as students, you may feel daunted by the idea and the different ways to use the theme chapters. Part
of integrating service learning into an increasingly Two is a series of thematic chapters. By reading Part
complicated curricular mix. If so, you’re not alone. One before moving on to the theme chapters, you will
Often teachers arrive at one of my service learning be prepared to apply the principles of service learn-
workshops tired and frustrated by the newest set of ing. Part Three is about advancing a culture of service
mandates to arrive on their desks. Then, as they hear within your school, district, or organization; read this
of their colleagues in schools across the country who chapter when you are ready to expand and grow ser-
try service learning and use it again and again, some- vice learning.
thing happens. They see the real possibilities to meet
academic standards, improve literacy, increase test • Part One: The Service Learning Handbook,
scores, and enjoy their profession while they enhance includes three chapters that provide definitions
and strengthen their ability as educators. and background information on service learning
and describe the necessary components for
The Research Is In! successful implementation. Chapter 1 discusses
the nature of service learning in detail. Chapter
Fortunately for the ever-expanding world of service 2 gives you a blueprint for how to begin using
learning, education researchers are actively exploring service learning in your classroom and includes
how service learning improves education for students discussion and thumbnails of many reproducible
and identifying the factors that are most compelling for documents and forms to adapt and use as you
successful projects and experiences. The Resources sec- engage in service learning experiences or share
tion of this book on pages 257–259 includes organiza- ideas with peers. Keep in mind that the digital
tions that are portals for updates on research as service content includes all of these forms and more,
learning continues to thrive around the world. so you can download them and complete them
on your computer. Chapter 3 explains how to
About This Book use the theme chapters and the service learning
bookshelf—annotated bibliographies—included
This book is designed to help you successfully use ser-
in each theme chapter.
vice learning in your classroom, youth group, or teacher
education program. You will find ways to sow the seeds • Part Two: Service Learning Themes, is made
for a culture of service learning in your school, district, up of thirteen thematic chapters that will give
or community, or plan to initiate professional learn- you ideas for specific areas for action, includ-
ing conversations. You will find ideas and strategies to ing themes such as Protecting and Caring for
build a strong service learning foundation, advance Animals; Safe and Strong Communities; Poverty,
a well-honed practice, and be positioned as a service Hunger, and Homelessness; Healthy Lives, Healthy
learning leader, as well as practical ways to implement Choices; and Special Needs and Disabilities. Each

thematic chapter includes preparation activi- service learning experience or unit, introducing stu-
ties, a curriculum web to help you make cross- dents to relevant issues as they start working on their
curricular connections, theme-specific resources, ideas and plans. Compelling books can keep them
examples of actual service learning scenarios, thinking about the implications of their endeavors and
and an extensive bookshelf of nonfiction, picture provoke them to reflection throughout. Both teachers
books, and fiction. Each thematic bookshelf is and students gravitate toward a well-told story.
divided into topics; for example, the topics in the When I travel to lead service learning workshops,
Environment chapter bookshelf are “Learning books pour out of my suitcases. These traveling
from History,” “Overview of the Environment,” companions enliven service learning keynotes and
“Natural Resources,” “Recycling,” “Appreciation,” presentations as educators see the relevance and con-
and “Activism.” Nonfiction and fiction titles are nections between the books, their students, and service
identified by grade level. Books are also cross- that meets genuine community needs. I have included
referenced where they are applicable to more hundreds of my favorite books in the service learning
than one thematic chapter, as noted on an easy- bookshelf sections in the theme chapters of this book.
to-reference chart. Every book title is annotated. Additional book titles can be found in the companion
Author interviews for select titles are included in digital content.
the companion digital content.
• Part Three: A Culture of Service, includes About the Digital Content
ideas and strategies developed from my years
The companion digital content to this second edition
of working within the service learning field
of The Complete Guide to Service Learning has abun-
and with a community of practitioners. This
dant resources well worth exploring. The content can
chapter includes supportive theories, strategies
be downloaded at www.freespirit.com/CG2SL-forms.
for meeting priorities of schools and districts,
Use the password 2serve. Check out these highlights:
and ways to share service learning through
professional development and in-service • Customizable Forms. All the forms discussed
workshops. Suggestions for conversations can also in the book can be filled in on the computer or
be helpful as you bring other stakeholders into edited and then saved to use again. This makes
the process. Also included are excerpts of essays it possible to compile a database of completed
contributed by people working “on the ground” planning templates and community contacts, and
to promote service learning; the complete “Voices to adapt materials for specific audiences.
from the Field” essays are found in the companion • Planning Templates. In chapter 2 on page 48, you
digital content. will find a thumbnail of the Planning for Service
The book concludes with An Author’s Reflection Learning template. In the digital content, you
and a general resource list to help you further explore will find thirty-nine completed examples—an
service learning. elementary, middle, and high school example
for each of the thirteen theme chapters in the
About the Bookshelf: The Important Link book. These examples provide a guide for new
Between Service Learning and Literature and experienced teachers to make curricular
connections, verify community needs, and follow
Books and reading are the basis of all literacy and the five stages of service learning.
learning, and I have found they are also essential to
the service learning process. Over the years, I have • Blank Curriculum Template. Every thematic
read and gathered many outstanding and memorable chapter has an Across the Curriculum web that
books—fiction and nonfiction—that have an authen- models how service learning can deeply connect
tic connection with service learning themes. A well- to and enhance learning objectives in all content
chosen book can become the linchpin for an entire areas. A blank curricular web is included in the

Introduction 5
digital content, which is especially helpful in • Voices from the Field Essays. Thanks to the
workshops (see page 249 in Creating a Culture growing field of service learning, the knowledge
of Service). contained in this book includes additional advice
• Additional Book Titles. As you read the thirteen contributed by current field leaders. Each essay is
thematic chapters, you will find a theme-specific briefly excerpted in chapter 17; the full essays are
bookshelf in each. In the digital content you will included in the digital content.
find additional titles, including newly published
books, old favorites, and books that may be out Is Service Learning for You?
of print but still worth finding. You will also find If you’re a teacher, teacher in training, youth worker,
the complete “Recommendation from the Field” group leader, counselor, principal, administrator,
books and service learning experiences. or parent who wants to help kids be more engaged
• Author Interviews. As noted at the end of every and effective learners and take responsibility in their
thematic chapter, author interviews are included communities, The Complete Guide to Service Learning
in the digital content. This edition contains eleven is for you. While this book primarily addresses service
wonderful new interviews, plus updates and learning within a kindergarten through twelfth-grade
additions to the previous ones. Altogether, there school setting, service learning also thrives in many
are twenty-eight interviews, or “stories behind colleges and universities. Community organizations,
the stories,” for you to enjoy and share with your youth groups, and after-school programs also use
students and other teachers. service learning to enrich their programs. Wherever
young people’s academic achievement and personal
growth is the desired outcome, service learning is
increasingly becoming the answer.
Above all, the purpose of this book is to encourage
Printing a Copy of the Digital Content the practice of service learning—to offer a variety of
To get the most out of the extensive rich material in ways you can integrate the service learning methodol-
the digital content, you may choose to print all the ogy of high youth engagement into different curricula
PDFs on three-hole-punched paper and add them to so more young people will reap the benefits. Improving
a binder with divider pages. In this way the digital how we deliver academic knowledge and skills, while
content becomes a valuable resource on its own and instilling the concept of civic responsibility and enrich-
an indispensable companion to The Complete Guide
ing educational opportunities for young people of all
to Service Learning. Do you know a teacher looking
ages as they become engaged in social action is a gift to
for an elementary school service example involving
healthy living, a middle school example of interacting your students, your community, and yourself.
with elders, or a high school example of emergency In reading this book, you will find that my com-
readiness? If so, you have dozens of Planning for Service mitment to service learning is deep. I am part of a
Learning examples at your fingertips to share. Would dynamic group of countless educators, community
you like to send the James Howe author interview to a members, writers, social activists, artists, and young
colleague? Look in the binder. Are you leading a staff people of every age who believe we are change agents
development session on curriculum connections? The
who can repair, improve, and save this world—I stand
blank Across the Curriculum template will be easy to
with those who believe this is perhaps the finest work
find. Expect your digital content binder to be well used,
just like this book!
to be done. Welcome to the group!
—Cathryn Berger Kaye

Part One
The Service
Learning
Handbook

Chapter
8 The1Complete Guide to Service Learning
What Is Service Learning?

Simply put, service learning connects school-based across the globe are being displaced, the
curriculum with the inherent caring and concern interconnection of our societies, and how being
young people have for their world—whether on their informed creates opportunity for constructive
school campus, at a local food bank, or in a distant social change. Their resulting proposal to the
rain forest. The results are memorable, lifelong lessons school board is accepted.
for students and foster a stronger society for us all. • As part of a school-wide program to eliminate
This is what service learning can look like: bullying and name-calling, all elementary classes
• A teacher reads Before You Were Mine aloud to read Toestomper and the Caterpillars, The Bully
her first graders to prepare for a field trip to the Blockers Club, or The Misfits. After various learning
local animal humane society. The trip is a central activities, students develop peacemaking strategies
part of their studies about “our community.” After to create a safe school environment for everyone as
discussing the need to care for pets responsibly, the part of National No Name-Calling Week.
first graders decide to write and illustrate a booklet • A teen youth group decides to learn ballroom
called “Taking Care of Your Pet” to hand out to dancing and recruits several experienced dancers,
students at their school and a nearby preschool. men and women who attend a nearby senior
• On a visit to a local elementary school, high school activity center. After mastering the basics of the fox
students demonstrate garden tool safety and soil trot, waltz, and east coast swing, the young dancers
preparation as they act out The Ugly Vegetables for meet with the senior center staff and discuss ways
second graders. During the next visit, the older to show their appreciation and gratitude for the
and younger students work together to plant lessons. The group plan and host a “Senior Senior
vegetables in a community garden, using math Prom” attended by over sixty dancing seniors.
skills to measure and place the seeds appropriately.
Follow-up visits include tending the garden and NOTE: Annotated descriptions of all books listed
reading How Groundhog’s Garden Grew. The can be found in subsequent theme chapters.
students collaboratively design and paint a garden
mural to keep the plants “blooming” year-round. This chapter is designed to give you an overview
The harvested food is gratefully received by a local of service learning from common terms to the criteria
food pantry. that ensure success. An FAQ section will answer key
• Before students from a middle school English class questions to help you get started. You’ll be introduced
tutor first through third graders in literacy skills, to the process that constitutes the foundation of all
they read Thank You, Mr. Falker. Using the book service learning activities and how you can maximize
as a springboard, the class discusses the feelings student success. You may find that questions in this
young children may have when they don’t read chapter and their answers help you reflect on what
as well as their peers. The students write personal service learning means to you and what forms it can
stories in their journals before and following take for the young people you work with. For example,
tutoring sessions. you may find yourself considering the meaning of
community and how it will need to be defined to best
• In a civics class, students read The Curse of Akkad:
serve your ideas. Or you might think about what forms
Climate Upheavals That Rocked Human History as
of service will be most appealing or effective in your
they develop a proposal for their school district
classroom. Of all of these questions, perhaps the most
to reduce the carbon footprint and save much
fundamental is: “What exactly is service learning?”
needed dollars. They discuss how populations
8
Chapter 1: What Is Service Learning? 9
A Definition of programs and youth groups. In these settings, staff find

meaningful opportunities to infuse the experience of
Service Learning helping in the community with an acknowledgment of
Service learning can be defined in part by what it does what is also being learned.
for your students. When service learning is used in a
structured way that connects classroom content, lit-
erature, and skills to community needs, students will:
Before You Start:
• apply academic, social, and personal skills to Frequently Asked Questions
improve the community. Defining service learning is only the beginning and
• make decisions that have real, not often leads to other important questions that need
hypothetical, results. to be answered before you can start using or refining
service learning. These are some common questions
• grow as individuals, gain respect for peers, and
that are asked during my workshops.
increase civic participation.
• experience success no matter what their Q: How is service learning different from community
ability level. service or volunteer work?
Service learning differs from other forms of commu-
• gain a deeper understanding of themselves, their nity service or volunteer work because the education
community, and society. of students and young people is always at its core.
• develop as leaders who take initiative, solve Students actively participate in the process of under-
problems, work as a team, and demonstrate their standing, integrating, and applying knowledge from
abilities while and through helping others. various subject areas as they work to improve their
These important and documented academic and communities. The question “Why am I learning this?”
social results have helped validate service learning as disappears as students help older people, register vot-
a valuable, respected, and widely recognized teaching ers, or work to restore a fragile ecosystem and see what
method. They may be why you’re using service learn- they’ve learned in action.
ing already or looking for ways to introduce it into Q: Can service learning be used with everyone?
your classroom, program, or youth group. Or is it only for older kids? Or gifted kids?
Wherever you plan on using service learning, you’re Service learning works with kindergartners and college
going to need a solid definition to guide you in your students as well as every grade in between. Students of
specific situation. Rather than starting from scratch to all ages and most ability levels can participate success-
create your own definition, you may want or need to fully, and almost every subject or skill can be enhanced
tailor a general definition of service learning to reflect through the practice of service learning. Because
the specific needs of your students, curriculum, and service learning can be applied to almost every sub-
community. While the essential structure and process ject area, this naturally encourages cross-curricular
of service learning stays the same, the resulting activities integration, which can help students grow, retain
take a great variety of forms. In a school context and what they have learned, and improve in several areas
in other learning situations, service learning can be simultaneously.
defined as a research-based teaching method where
Q: How can I interest my students in service learning?
guided or classroom learning is applied through
An important aspect of service learning is student par-
action that addresses an authentic community need in
ticipation in the entire process, beginning with identi-
a process that allows for youth initiative and provides
fying the need, researching the underlying issue, and
structured time for reflection on the service experi-
contributing to plans. When students have a voice in
ence and demonstration of acquired skills and knowl-
choosing and designing a service experience, they are
edge. This definition also works in nontraditional, less
intrinsically more vested emotionally and intellectu-
formal educational environments such as after-school
ally. Since the process of service learning often utilizes

student strengths and talents that may be less apparent can have different meanings in service learning that are
in day-to-day lessons, service learning can motivate influenced by geography, culture, situation, and need,
students to impressive accomplishments both in and so its definition often depends on the nature of the
out of the classroom. From primary grades through service learning activity or who’s doing the defining.
high school, teachers use this method to do more than For some schools, service learning activities may be
meet educational needs and fulfill academic standards. working toward improving interpersonal relationships
Service learning infuses relevance, purpose, and mean- or safety on the school campus, establishing cross-
ing into whatever content is being taught. Students age tutoring programs, or beautifying the grounds.
experience enthusiasm for learning as they build on Community in this case may be defined as the school
personal and collective skills and talents, while apply- campus and population, which includes the immedi-
ing their abilities to the common good. ate surrounding area, parents, and any outside agen-
cies assisting with the issues being addressed.
Other schools extend their communities geo-
Real learning gets to the heart of what it means graphically and socially to include the surrounding
to be human. Through learning we re-create neighborhood, city, or region. Some communities are
ourselves. Through learning we become able international in nature, even if students never leave
to do something we never were able to do. the school grounds. Examples of off-site locations for
Through learning we re-perceive the world and service learning include: a local watershed to help with
our relationship to it. Through learning we extend plant restoration, a refugee center where students assist
our capacity to create, to be part of the generative with child care during adult English language classes,
process of life. There is within each of us a deep or a radio station where students record public service
hunger for this type of learning. announcements. In these situations, community usu-
—Peter M. Senge, educator and author ally includes agency partners.
Whatever is included in your definition of commu-
nity, students engaging in service learning will come
Q: Does service learning mean more work for me? to know that community develops and builds through
Initially, as you’re learning to use service learning as a interaction, reciprocal relationships, and knowledge of
teaching method and finding ways to integrate more people, places, organizations, governments, and sys-
engaging and youth-driven ideas into your curricu- tems. Through service learning, the often elusive idea
lum, you may find that it takes more time than a typi- of “community” takes shape and has a more tangible
cal lesson. However, teachers agree that as they become meaning for all involved. Recognizing and becoming
more adept and confident with the practice, curricular active in a community builds a true foundation for
connections and possibilities for worthwhile experi- civic responsibility that lasts well beyond school years.
ences and community partnerships appear much Q: I understand what service learning means, but
more easily. More than likely, you’ll also find your own what does service mean?
levels of engagement and enthusiasm reflect that of In the context of service learning, “service” is the
the young people you work with and guide through implementation of a plan, designed or influenced by
service learning. The academic results and accom- students, that combines classroom learning with meet-
plishments in the community well reward the effort ing an authentic community need. In some cases, the
for everyone involved. need is apparent and even urgent—for example, when
Q: Service learning means reaching out to the com- elementary students rescue duck eggs from a rice field
munity. What is community? How do I define it? just prior to harvest. In other cases, the students may
Any discussion of service learning is going to include be supplementing or supporting a larger community
many references to community. Service learning helps effort—for example, by taking dictation of letters for
students build and improve community, yet sometimes elders in a residential facility or mapping an emergency
the who or what of community is unclear. Community evacuation route for a rural area. In all cases, service is

meant to evoke the spirit of caring in those involved • Research: Research activities involve students
as well as provide a constructive context for their finding, gathering, and reporting on information
knowledge. in the public interest. For example, students
Q: Are there different kinds or categories of service? may develop surveys or conduct formal studies,
Service can take many forms. Usually, though, the evaluations, experiments, or interviews. They
“service” in service learning can be classified as direct may test water or soil, check the speed of cars
service, indirect service, advocacy, or research. passing by their school, or conduct environmental
surveys. The students in the Introduction who
• Direct Service: Students’ service directly affects surveyed local elms for Dutch elm disease
and involves the recipients. The interactions are a good example of this kind of service. By
are person-to-person and face-to-face, such participating in research-based service learning,
as tutoring younger children or working with students learn how to gather information,
refugees. Students engaged in direct service learn make discriminating judgments, and work
about caring for others who are different in age systematically. This leads to enhanced skills in
or experience, develop problem-solving skills organization, assessment, and evaluation.
by following a sequence from beginning to end,
and see the “big picture” of a social justice issue.
Interacting with animals is also included in direct We need your service, right now, at this moment
service, as is on-site environmental work, such in history. I’m not going to tell you what your
as restoring a wetland area or constructing park role should be; that’s for you to discover. But I am
benches. asking you to stand up and play your part. I am
• Indirect Service: With indirect activities students asking you to help change history’s course.
do not see the recipients, however, their actions —President Barack Obama, upon signing the
benefit the community or environment as a whole. Edward M. Kennedy Serve America Act, 2009
Examples can include stocking a food pantry,
donating picture books to a preschool literacy
program, collecting clothing for families living in Q: Is one type of service learning better
a shelter, or creating a newsletter for a retirement than another?
community. Students engaging in indirect service Each of the service categories offers unique benefits to
learn about cooperation, working as a team, taking the community and to the students. When the underly-
on different roles, organizing, and prioritizing. ing causes and effects of an issue are investigated and
They also gain specific skills and knowledge that understood, all types of service can provoke questions
relate to academic content reinforced through that continue to engage students in study and learn-
application. ing. Students involved in service continually apply and
• Advocacy: The intent of advocacy is to create develop their knowledge in ways that meet and enrich
awareness of or promote action on an issue of the academic curriculum.
public interest. Central to the word is voc, which That said, a caution is worth noting related to indirect
is Latin for voice. Through advocacy students service. If students who have the ability to experience all
provide a voice for an issue, particularly when four forms of service only have indirect opportunities, a
members of a population may not be able to speak subtle message may be communicated: that we can keep
for themselves. Related activities include writing issues and problems distant or at arm’s length. Research
letters, sponsoring a town meeting, performing confirms, particularly with high school students, that
a play, public speaking. Student advocates learn direct service and advocacy have the greatest long-
about perseverance and understanding rules, term impact on knowledge gained and personal value
systems, and processes. They also experience civic recognized. Also, younger children are developmentally
engagement and working with adults. prone to learning best with concrete involvement.

Q: What do I do if I’ve been assigned to coordinate it is the role of the teacher or adult facilitator to note
service learning for my grade/school/organization? the areas where students need to develop, and to
Celebrate! Having a coordinator is advantageous in provide that development. Do students need to learn
many ways, particularly since this person (you) can interviewing skills? Are students prepared to analyze
lead the faculty or staff in becoming better informed a survey that they are soon to complete? Who in the
about service learning through professional develop- community can assist youth to prepare a press release
ment opportunities. You can keep service learning or to contact a school board representative or legisla-
prominent in the minds of administrators and teach- tor? Service learning is truly leadership in action.
ers. A coordinator usually provides encouragement,
Q: Does involvement in service learning help
resources, and collegial conversations that support the
students stay in school?
ongoing efforts of teachers, both new to and experi-
Research confirms that when asked, a majority of stu-
enced with service learning.
dents identified as “dropouts” stated that they would
This book can be your guidebook in this endeavor.
have stayed in school if their classes included the
It is designed with numerous activities that can be
process of service learning or pedagogies like service
used to teach the service learning pedagogy in short
learning. This makes sense. As students experience the
and long interactive presentations. The questions
relevance of the learning process, take on roles and
and responses can be a starting point for ongoing
responsibilities that contribute to successful collective
conversations. The blueprint and forms in chapter 2
outcomes, and are depended upon by others, they tend
and chapter 3 provide tools so teachers can more easily
to want to participate. They stay engaged and involved
concentrate on student engagement, and the process
in learning. When the process is further enhanced by
of service learning and youth leadership—the heart
students’ ability to use their inherent and developing
of service learning—can be developed. Curricular
skills and talents, the formula for success is strength-
maps, service learning scenarios, and annotated bib-
ened. Service learning fosters engaging teaching prac-
liographies within the thematic chapters all give you,
tices, and engagement is how students learn best.
the coordinator, what you need at your fingertips. Part
Three, has numerous ideas and suggestions for coor-
dinators (page 238). Additionally, a Resource section
offers additional ways to connect with and participate
A survey in the 2006 study The Silent Epidemic:
in the growing international service learning commu-
Perspectives of High School Dropouts revealed that 81
nity (page 257).
percent of respondents said that “if schools provided
Q: Does service learning develop youth leadership? opportunities for real-world learning . . . it would have
Absolutely. A well-designed service learning experi- improved my chances of graduating from high school.”
ence affords ample opportunities for students to
consider their own ideas and those of others, think
critically about what occurs, anticipate possible out-
comes, adjust plans, articulate their intentions in both Truly engaged learning utilizes analytical thinking,
written and verbal forms, and assess the outcomes of creative thinking, and practical thinking. In his article,
their endeavors—all essential leadership skills. Every “What Is an ‘Expert Student’?”,* psychologist Robert
form of communication is enhanced in the process: Sternberg describes these three components to achiev-
listening, speaking, writing, and calculating, as well ing “successful intelligence”: analytical thinking, cre-
as using symbolism, body language, and interpreta- ative thinking, and practical thinking. Consider how
tion. Through a series of service learning experiences, much class time focuses on analytical thinking alone.
the transferable nature of this skill development Adding the creative thinking component draws upon
becomes apparent, and students accumulate expertise. students’ talents and skills, while expanding their base
Leadership competencies surface, as well as areas for
* R. J. Sternberg, “What Is an ‘Expert Student’?” Educational Researcher Vol. 32,
further improvement and strengthening. At all times, No. 8 (2003): 5–9.

of knowledge. Creativity broadens analytical skills by school participant approached graduation, I asked
adding new perspectives and “out of the box” cogni- what he planned to study in college. James responded,
tive processes. Practical thinking answers the question, “Business.” I admit I felt a twinge of disappointment,
“Why am I learning this?”, which illuminates purpose. because I believed he could make such a meaningful
Practical thinking is also the key to integrating the contribution to the world of social services. Then he
analytical and the creative, spurring the learner to enlightened me by adding, “What’s really great is that
apply his or her knowledge in fresh or new ways. I’ve seen directly how many nonprofit organizations
lack the ability to create good business plans. As a pro-
fessional I will be able to contribute my time and help
A pitcher cries for water to carry
them.” What a pursuit! We need service-minded youth
And a person for work that is real.
approaching every profession to continue contribut-
—Marge Piercy, from To Be of Use ing their breadth of skills and knowledge to our com-
munities. Service learning connects students with a
future rich in meaningful work and civic involvement.
Sternberg continues that we can elevate the intent
of education by teaching children “not only to think
well, but also wisely.” Can we move students toward What Makes Service
wisdom? As defined by Sternberg, “Wisdom, the oppo- Learning Successful?
site of foolishness, is the use of successful intelligence
and experience toward the attainment of a common To maximize the value and benefits of the service learn-
good.” What a great encapsulation of what service ing process, understanding the K–12 Service-Learning
learning can be! Standards for Quality Practice makes all the difference.
Any outstanding recipe calls for the finest ingredients.
Q: Can service learning inform students of possible As you feed and nurture the service learning process
careers? with these standards, students are better able to reap
Students can learn about countless careers through the rewards of the experience. Is each standard always a
service learning, which adds an exciting dimension part of a service learning design? Ideally, yes. Research
for our young people that could otherwise be missed. has verified that when all of these elements are pres-
Most service learning experiences introduce students ent as the base criteria for service learning, the likeli-
to community members from varied backgrounds hood for significant impact on the students is greater.*
who work in government, business, and nonprofit However, service learning is a process, and every activ-
agencies. Here are some examples: A news reporter ity and experience is unique. So depending on the
meets with students as they prepare to work in a food particular design and what approach you take, some of
pantry and explains how the press covers the issue these standards may be more evident than others. Still,
of homelessness. Students who provide tutoring for the more familiar you, your students, and your com-
children with special needs are introduced to careers munity partners become with service learning strate-
in speech and art therapy. While building a home gies, the more likely that all of these standards will be
with Habitat for Humanity, students work alongside seamlessly integrated into the process. Keep in mind
skilled professionals installing plumbing and electric- that the responsibility for infusing these standards
ity. Every service learning experience can also connect in an activity rests primarily on the teachers or other
students with government agencies and expose a range adults, while students focus on progressing through
of opportunities for public service, including work- the stages of service learning.
ing with an environmental or agricultural agency or
developing policy that protects our aging community.
I’ve had the great fortune to assist kids in devel- * S. H. Billig. “Does Quality Really Matter? Testing the New K–12 Service-Learning
Standards for Quality Practice.” In B. E. Moely, S. H. Billig, and B. A. Holland
oping leadership skills and exploring career goals (Eds.), Advances in Service-Learning: Vol. 9. Creating Our Identities in Service-
Learning and Community Engagement (pp. 131–157). Charlotte, NC: Information
through service learning experiences. As one high Age, 2009.

K–12 Service-Learning Standards for essential. While all of the standards have importance,
Quality Practice* “reflection” is a word oft repeated in this book. Many
examples of approaches and prompts to reflection are
What are the elements that ensure a successful service
included to show that it is an imperative in all educa-
learning experience? (See form on page 47.)
tion methods today.
1. Meaningful Service. Service learning actively
4. Diversity. Imagine all the possible ways service
engages students in significant and personally rel-
learning can expose young people to the concept of
evant service activities. Students identify, investigate,
diversity. Whether it involves interfacing with a com-
learn about, and articulate a genuine, recognized
munity partner, an elder in a retirement community, a
community need. This need is often verified through
veteran just returning from war, a recent immigrant,
the media, surveys, observation, or interviews with
or a government official, participation in service learn-
informed community partners. With well thought-out
ing provides exposure to a range of backgrounds, per-
plans, students can see their actions having verifiable
spectives, and ways of thinking and solving problems.
consequences as they learn and apply academic skills
Rather than examine the human condition from a text-
and knowledge. When a service experience has mean-
book, students learn the way they learn best: through
ing and students see the purpose, engagement and
experience, which replaces stereotypes with accurate
action are sure to follow.
information, opens the mind, and creates memorable
2. Link to Curriculum. When service learning is events. The term diversity takes on a deeper meaning
employed as a teaching method to meet designated and relevance. Social and cultural boundaries lessen as
content and skills, academics come alive. Knowledge is relationships resonate with mutual respect.
applied with transparency, allowing students to make
5. Youth Voice. Young people need ample oppor-
explicit connections between subject matter and appli-
tunities to express their ideas and opinions, and to
cation within the context of community. This stimulates
make constructive choices and see the results. Service
an intrinsic desire in students to learn the content and
learning enables students to take initiative, make deci-
skills needed to be effective. While the subject matter
sions, interact with community representatives, learn
and social context may change, the skills learned and
about the role of government in social issues, develop
practiced by students are transferable. Ideally, the learn-
critical-thinking skills, put their ideas into action, and
ing and the service weave together and reinforce each
assess and evaluate what happened. Students meet
other, with the service informing the curriculum and
significant age-appropriate challenges with tasks that
the curriculum informing the service.
require thinking, initiative, problem solving, and
3. Reflection. Through service learning, students par- responsibility in an environment safe enough for
ticipate in systemic processes that integrate cognitive them to make mistakes and to succeed. Responsibility
thinking—related to social issues and their lives— means being “response-able,” or “able to respond” to
with empathetic response. This blend of affective local and global issues that matter; responsibility is
and cognitive thought deepens the service learning what develops an active populace. When young people
as students apply and transfer new understandings of recognize their vital role in improving society, work-
themselves, others, and the world around them. If we ing for social justice, and caring for the environment,
want to cultivate deep thinkers—young people who then they truly understand the concept of democracy.
are able to personalize what they learn and see, take on These abilities, when strengthened through repeated
a challenge with consideration of self and others, and service learning experiences, amount to youth leader-
recognize the need to hit the pause button on a regu- ship. Students recognize how participation and the
lar basis in this fast-paced world—then reflection is ability to respond to authentic needs improves the
quality of life in the community, which may lead to a
* From the K–12 Service-Learning Standards for Quality Practice, National Youth lifelong ethic of service and civic participation.
Leadership Council, www.nylc.org.

6. Partnerships. Students participate in the develop- Service learning is about moving forward with pur-
ment of partnerships and share responsibility with pose, while allowing for flexibility, inevitable detours,
community members, parents, and other students, as and unexpected occurrences that are inherent to “real
well as with people from organizations, business, and world” participation.
government. These relationships give students oppor-
tunities to interact with people of diverse backgrounds
No one is born a good citizen; no nation is born
in diverse settings. Through these dynamics, students
a democracy. Rather, both are processes that
and community members learn about each other and
continue to evolve over a lifetime. Young people
gain mutual respect, understanding, and appreciation.
must be included from birth. A society that cuts
There is an exchange of information, ideas, and skills
itself off from its youth severs its lifeline.
among all participants in the service learning experi-
ence. Reciprocity exists when each person sees the —Kofi Annan, Former Secretary-General,
other as having something to share, when roles and United Nations
responsibilities stay clarified, and when a shared vision
moves the group forward.
7. Progress Monitoring. “Did our service learning
matter? Did we make a difference?” Even the best
The Process of Service
service learning intentions can fall flat or require a Learning: The Big Picture
makeover. Since the service learning experience typi- At this point, you’ve thought about what service
cally takes place in a youth group or classroom, which learning means, how you may choose to define com-
are laboratories for learning and efficacy, if something munity, what forms of service might work best for
goes awry benefits may still occur. For example, stu- your students, and the standards or ingredients that
dents can learn about the need for perseverance, or lead toward impactful experiences. Now it’s time to
find a better strategy to turn a good idea into a city look at the actual process, the sequence the students
policy. And of course some service learning outcomes follow. It is the basis of every service learning activity.
appear to be stellar; in fact, everyone may agree. In If we are keeping in mind that the standards are the
both circumstances, how are the students to know ingredients, these Five Stages of Service Learning are
for certain this outcome? With progress monitoring, the recipe. The essential and interdependent five stages
students set a baseline of what the status quo is when of successful service learning are:
they begin the process and learn the skill of compar- • Investigation
ing this with the results. Along the way they observe,
report, and calculate to have a sense of where they • Preparation and Planning
are headed, allowing for modifications even while in • Action
process. When community partners are also engaged • Reflection
in progress monitoring, students can improve their
• Demonstration
methods as they capture the voices of community.
Together these constitute a process that is key to
8. Duration and Intensity. How long should the ser-
students’ effectiveness and critical to their learning
vice learning process last? As long as necessary for a
transferable skills and content. Even though each
quality experience. A sufficient duration allows the
stage is examined separately, keep in mind that they’re
participants to move through the Five Stages of Service
linked together and often experienced simultaneously.
Learning—investigation, preparation and planning,
Visualize how overlays are used in an anatomy book
action, reflection, and demonstration—with ample
to reveal what is occurring in the human body system
time to authenticate and address identified community
by system. Each stage of service learning in action is
needs and achieve learning outcomes. The emphasis is
like one of these overlays, revealing one part of an
on process rather than aiming for a premeditated goal.
interdependent whole. As you read on, you will find

elaboration of each of these stages along with repro- to be addressed, students now learn more about the
ducible documents to use with your students as they topic. As this occurs, teachers and students begin to
progress from ideas to accomplishment. note what skills need to be acquired or improved to
have greater effectiveness. Students explore, research,
Investigation and discuss the topic by using books and the Internet,
by interviewing experts—which exposes young people
Nothing has such power to broaden to various careers—and often by going on field trips.
the mind as the ability to investigate They examine primary source materials (such as a
systematically and truly all that comes school electrical bill if their intent is to reduce the
under thy observation in life. school’s carbon footprint). They may enact role plays
or more complex simulations (such as turning the
—Marcus Aurelius, Roman Emperor classroom into an Ellis Island waiting room in prepa-
ration for a focus on immigrants). In this process of
All service learning begins with investigation: 1) inves- active learning and critical thinking, students grow to
tigation of the resources within the student population, understand the underlying problem as well as related
called a “Personal Inventory,” and 2) investigation of the subject matter. Analysis, creativity, and practicality
community need. A personal investigation is of great lead to plans for action. Here again, the class draws
value, during which students interview each other to upon their personal inventory of skills, talents, and
identify and consolidate an inventory of each person’s interests to shape the service to come. Students may
interests, skills, and talents. This list, often kept in a also find and establish partnerships with other teach-
visible location in the classroom, is then referenced, ers and classrooms, local agencies, colleges or universi-
employed, and developed while going through all ties, or national groups that offer resources.
service learning stages. Next, young people identify a
community need of interest and begin their research to Action
authenticate this need. During this process, often called
“social analysis,” they assess the need by designing a If you need a helping hand, you will find one
survey, conducting interviews, using varied media such at the end of your arm.
as books and the Internet, and drawing from personal —Yiddish proverb
experience and observation. Students then document
the extent and nature of this need, and establish a
baseline for monitoring their progress in meeting it. Action is the direct result of preparation and plan-
Community partners are often identified in this stage. ning. Solid preparation enables students to confi-
If a community partner indentifies the need, students dently carry out their plan of action, applying what
still investigate to authenticate and document this need. they have learned to benefit the community. Perhaps
they plant flowers to beautify school grounds, collect
Preparation and Planning school supplies to send to students in a local shelter
and or to an orphanage in Africa, or create a recycling
I cannot predict the wind but I can have my campaign—the possibilities are limitless. Always, this
sail ready. action is intended to have value, purpose, and mean-
ing as students continue to acquire academic skills and
—E. F. Schumacher, author knowledge. These unique experiences have real conse-
quences and offer a safe environment to learn, make
Preparation and planning cover a wide variety of mistakes, and succeed.
activities, as teacher and students set the stage for The plan may be carried out over the course of an
learning and social action. Having recognized their academic year, a semester, two weeks, or a single day.
interests, skills, and talents, and identified the need The action may move sequentially from initiation to

completion, or students may implement the initial with personal growth and awareness. Using reflection,
stages during a semester in high school, for example, students consider how the experience, knowledge, and
and a new class may resume the process, adding their skills they are acquiring relate to their own lives and
own ideas. This allows for continuity, which may be communities. The academic program is often so jam-
necessary to address a complex or time-consuming packed that it’s easy to miss the meaning behind the
need. In all cases, the duration of involvement needs details or within the experience. Reflection is a pause
to be sufficient for depth of learning and totality of button that gives students the time to explore the
experience. As the students put their plan in motion, impact of what they are learning and its effect on their
they come to recognize vividly how classroom lessons thoughts and future actions.
fit into their daily lives and shape the lives of others. In the course of reflecting, students put cognitive,
During the action stage, students continue to social, and emotional aspects of experience into the
develop knowledge and skills. In fact, the action stage larger context of self, the community, and the world.
often illuminates a piece of information or skill that is This helps them assess their skills, develop empathy
missing, and the students eagerly work to learn what is for others, and understand the impact of their actions
needed to be more effective in their community action. on others and on themselves. To really work, reflection
Also the idea of “resources” takes shape as students must go beyond students simply reporting or describ-
learn about and contact government and community ing what they are doing or have done. When students
agencies, interact with new people in new ways, and can compare their initial assumptions with what they
gain a novel perspective on their environment. Over have seen and experienced in the real world, reflection
the course of the experience, students raise questions can be a transforming experience. They can ask ques-
that lead to a deeper understanding of the societal tions and probe deeper into an issue, leading the class
context of their efforts. They witness the real results of to further levels of investigation and understanding.
their actions and observe their strengths and attributes They can use poetry or music to express a change in
in relation to those of others, which can give them a feelings that occurred or their appreciation of a class-
new appreciation of their classmates and of people mate. They can also consider what they would change
they meet who have varied roles and responsibilities. or improve about a particular activity.
By taking action, young people identify themselves While reflection in service learning is structured,
as community members and stakeholders and, over with the times and activities usually established by
time, learn how to work within social institutions. the teacher, reflection also occurs spontaneously,
Transforming plans into action enables them to use stimulated by a student comment or class discussion
what is inherently theirs—ideas, energy, talents, skills, of a newspaper article. Reflection may occur before,
knowledge, enthusiasm, and concern for others and during, and after implementation through the use of
their natural surroundings—as they contribute to the different approaches and strategies. Final reflections
common good. may include ways to gauge results that further under-
standing and synthesis. Community partners and oth-
Reflection ers involved in this reciprocal exchange may also share
their reflections. In all cases, feedback from adults
To look backward for a while is to refresh helps students use reflection to elevate their ability
the eye, to restore it, and to render it more to observe, question, and apply their accumulated
fit for its prime function of looking forward. knowledge to other situations. To be effective, adults
who interact with the students must model reflective
—Margaret Fairless Barber, author behaviors. You’ll find that soon, students can devise
their own strategies for reflection and lead each other
Reflection is one of the standards in service learning through the reflective process.
as well as one of the five stages. It is a vital and ongo-
ing process that integrates learning and experience

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About the Service Learning Bookshelf�������������������������� 58 Chapter 8. The Environment���������������������������117

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Literacy The Legacy Project: From Student Voice Comes a

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—Cathryn Berger Kaye

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What Is Service Learning?

A Definition of programs and youth groups. In these settings, staff find

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About the Service Learning Bookshelf�� 58 Chapter 8. The Environment��117