Six Models of Transformational/Service-Learning

Course Design

I. 'Pure' Service-Learning: These are courses that send students out into the community to serve. These courses have as their intellectual core the idea of service to communities by students, volunteers, or engaged citizens.

• UNIV 290, “Seminar in Community-based Service and Leadership” (Patrick Green) requires Loyola students to serve 40 hours at a non-profit community organization of the semester. The class meets every other week to balance the extra service commitment. Coursework focuses on philosophies of service and theories of community development and leadership.

II. Discipline-Based Service-Learning: In this model, students are expected to have a presence in the community throughout the semester and reflect on their experiences on a regular basis throughout the semester using course content as a basis for their analysis and understanding.

• HIST 391, “Asian American History” (Ann Harrington) invites students to spend 20-25 hours working at one of five Asian-focused social services agencies in the Rogers Park area. Students’ experiences working directly with Asian Americans give “real world” examples of concepts studied and discussed in class.

III. Problem-Based Service-Learning: According to this model, students (or teams of students) relate to the community much as “consultants” working for a “client.” Students work with community members to understand a particular community problem or need. This model presumes that the students will have some knowledge they can draw upon to make recommendations to the community or develop a solution to the problem.

• MGMT 335, “Micro-Enterprise Consulting” (Michael Welch) sends advanced business students into the community to advise start-up enterprises in economically disadvantaged areas. Students draw upon concepts and theories learned in class in their consulting work, and bring problems they encounter back to the classroom for additional support.

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