Positive Youth Development, Service-Learning versus Community-Collaborative Models

Service Learning

The service-learning approach involves the idea that college students will learn valuable lessons by engaging in community service that, as well, adds value to the life of the community (Kenny & Gallagher, 2002; Kenny, Simon, Kiley-Brabeck, & Lerner, 2002b). Although there is considerable variation in the operationalization of the service-learning concept (Kenny et al., 2002a, 2002b), all instantiations share several fundamental concepts. First among these is a need for the university to enhance its relevance and connectedness to the issues and problems faced by the broader society. Enhancing faculty and student enthusiasm for teaching and learning, the conceptual basis of service learning is that it will facilitate the evolution of what was historically the focus of university-based scholarship, that is, decontextualized theoretical knowledge, into more community contingent (i.e., relational) and dynamic knowledge developed in relation to practice (Lerner & Simon, 1998; Ostrander, 2001, 2003).

Second, there is a belief that service learning contributes to the personal development of students as well as to the quality of life in the community in a way [Page 864]that is not possible through campus-centered learning (Kenny & Gallagher, 2002). Arguing that service learning promotes civic responsibility, this perspective contends that community mentors for undergraduates enhance students' knowledge about translating scholarship into practice (Kenny & Gallagher, 2002). In addition, there is the belief that energetic and eager volunteers provide manpower to assist community endeavors (Kenny & Gallagher, 2002). From this perspective, service learning offers a forum for the interaction of diverse populations and enriches faculty-student and “town-gown” relations.

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