Blog 7: What is Service-Learning?

                        The service-learning dialogue session, led by Daniel Tome, proved to be a very effective way of showing students the importance of community service. Daniel Tome began the session by asking for an answer to the question, “What is service-learning?” After hearing a few opinions, two long arrows were drawn side-by-side on the chalkboard.

First, we were given two post-its each, and we had to write one service project we’ve done on each one. Tome then labeled one end of one arrows “direct” and the other end “indirect.” Before discussing the meaning of each term, we were told to stick our post-its in the appropriate spot on the line. For example, if the student felt that his or his service project was purely direct, the post-it would be place to the left. Then, we discussed the meaning of both direct and indirect service-learning. Although there are several meanings of each, it seemed as if the indirect service-learning projects included more internships and research. Meanwhile, the direct service-learning projects involved simpler activities, such as helping out with a soup kitchen.

The two activities I used were tabling for the Blood Drive and volunteering at the Atlantic County Animal Shelter. I put both near the “direct” side of the line. I consider the Animal Shelter direct because the animals are benefitting from my volunteering immediately, and I am there to see the effect of what I’m doing. However, after the discussion, I think that tabling for the Blood Drive would be an example of indirect service-learning because I don’t see the benefit of my tabling.

The board, by the end of the session, had many more post-its on the “direct” side of the arrow, since it is usually easier to participate in blood drives or Relay for Life than it is to provide research. In the future, it should be Stockton’s goal to provide more of this influential indirect work. Personally, I believe that research is one of the only ways to completely fulfill the meaning of “service-learning.” While providing a service for those in need, students would be able to provide research on treatments for diseases (such as cancer), which may broaden the medical world at the same time.