2 Community-Based Learning – Terminology
Sharon Raz and Nomita Yadav
As you research the field of community-based learning, you may encounter different terminologies that represent somewhat different approaches to the topic. Terms like “Service Learning”, “Community-Engaged Learning”, and “Community-Based Learning” are closely related, yet they have some distinct differences:
Service Learning
Service learning can be defined as both an educational philosophy and a pedagogical technique for combining community service with academic objectives. Academic Service-Learning is a teaching methodology that utilizes a community involvement component as a means for students to gain a deeper understanding of disciplinary course objectives and a deeper understanding of civic life and participation through structured reflection.
Service learning is often a credit-bearing, educational experience in which students participate in an organized service activity that meets identified community needs and reflects on the service activity in such a way as to gain a further understanding of course content, a broader appreciation of the discipline, and an enhanced sense of civic responsibility (Bringle and Hatcher, 1995). It is considered as a high-impact practice.
Community-Engaged Learning
Community-engaged learning is a pedagogical approach to teaching courses that integrate community engagement into coursework. “Community-engaged learning” is a broader term than “Service Learning”, and it is used to describe the creation of mutually beneficial partnerships that go beyond direct service to deepen students’ academic and civic learning. The goal is to build and sustain reciprocal relationships that simultaneously meet community-defined needs while advancing the learning goals of the students and their instructors (The University of Washington).
The pedagogical approach to community-engaged learning is grounded in decades of scholarship about principles and best practices for creating and administering engaged learning courses. While each class may look different based on the subject matter taught or the community partner project, the following principles ensure a quality educational experience for all stakeholders (Iowa Univeristy-Office of Community Engagement).
- Assessment of student outcomes and the community partnership itself is prioritized: Assessment occurs before, during, and after engagement activities to provide a baseline and evaluate students’ progress informatively during the course, which offers students and community partners opportunities to assess the community engagement partnership’s strengths, weaknesses, challenges, and opportunities.
- Shared goals and objectives are established by stakeholders: All stakeholders, including faculty, staff, students, and community partners, are involved in creating mutually shared goals and objectives for the course and partnership.
- Community partnership is integrated into the course syllabus and learning objectives: The course syllabus identifies the community project, providing information on how the partnership will operate throughout the semester and the expected learning outcomes for students.
- Reflection occurs throughout the course: Students have multiple opportunities for reflection based on observations shaped by the instructor and peer feedback.
- Student engagement is prioritized: Students are active participants throughout the Community-Engaged Course and collaborate with all four of the following: 1.) the instructor; 2.) self-reflection; 3.) peer collaboration & feedback; and 4.) the community partner.
Community-Based Learning
Community-Based Learning (CBL) is an educational approach that integrates learning and mentorship with community engagement through reciprocal community partnerships and critical reflection. It aims to benefit students, community partners, and the greater good. Community-based learning typically occurs within a credit-bearing course or within similar structured learning activities.
The community-based learning approach offers a broader scope than “Service Learning”. It encompasses a wider range of activities, such as community research projects, fieldwork, and other experiential learning opportunities. Community-based learning can include service learning.
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SERVICE- LEARNING COURSES |
COMMUNITY- ENGAGED COURSES |
COMMUNITY- BASED LEARNING (CBL) |
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DEFINITION |
Service learning is an educational approach that combines learning objectives with community service. Students participate in organized service activities that meet community needs while reflecting on their experiences. |
Community-engaged courses are structured courses that intentionally integrate community involvement into the curriculum, often similar to service learning but broader in scope. |
Community-based learning (CBL) involves instructional strategies that incorporate community issues and needs into the curriculum, often through projects or activities that engage students with local communities. |
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FOCUS |
The integration of academic curriculum with meaningful service experiences. The primary aim is to enhance learning while benefiting the community. |
These courses place a strong emphasis on collaboration with community organizations and stakeholders, linking coursework to community issues and fostering civic responsibility. |
The emphasis is more on the community aspect and less on structured service. CBL often includes research, problem-solving, and collaboration with community partners. |
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ASSESSMENT (Backward design) |
Critical reflection is a key component, where students analyze their experiences in relation to course content, fostering deeper understanding and personal growth. Short-Term Projects: It is often suitable for short-term projects or experiences, such as volunteering or internships, where students can make an impact within a limited timeframe. |
Students and community partners often work together to achieve shared goals, with a strong emphasis on mutual benefit and respect. |
It typically involves students working directly with community members to identify needs and develop solutions, thereby allowing for reciprocal learning. |
- Bringle, R., & Hatcher, J. (1995). A service learning curriculum for faculty. The Michigan Journal of Community Service-Learning, 2(1), 112-122.
