Patti H. Clayton

Civic Education through Service Learning: What, How, and Why?

Contemporary models of civic engagement present opportunities for higher education institutions (HEIs) around the world to enhance the impact of their work in and with communities. One of the primary ways in which civic engagement influences the work of the academy is through the redesign of courses and curricula to incorporate community-based service activities linked explicitly to civic learning objectives that are integrated with traditional academic learning objectives (Jameson Clayton Jaeger 2011). At its best, the enhancement of a course with community service incorporates the full participation of students and community members as coeducators, colearners, and cogenerators of knowledge. Although service learning shares much in common with other forms of community-based learning (e.g., internships, field studies, clinical training, pre-professional experiences), civic learning outcomes and reciprocal processes are defining features of this pedagogy. In this chapter, we explore what service learning is and its role in the broader context of community-campus engagement, consider how it can be designed effectively, and examine various perspectives on civic learning.

Environmental Education and Service‐Learning

Discusses the concept of service‐learning in relation to environmental education. Observes the similarities between the two concepts. Defines the service‐learning experience, provides brief guidelines for implementing a learning experience, gives examples of service learning and presents implications for action.