Service-Learning (S-L)

CUHK 2025 Strategic Plan on Service-Learning

Service-Learning (S-L) is highlighted in the CUHK 2025 strategic plan, under “Goal 1: Curriculum enhanced with global perspectives, 21st century skills, interdisciplinary learning and integrative programmes crossing knowledge boundaries”.

Credit-bearing Service-Learning Programmes (CSLP) are planned to be included in the College GE curriculum to accommodate all undergraduate students. Equipping teachers and faculty members with sufficient S-L knowledge is of utmost importance in promoting S-L as well as putting different enormous ideas of S-L into practice.

What is S-L?

Service-Learning (S-L) is regarded a course-based, credit-bearing educational experience in which students participate in an organized service activity that meets identified community needs and reflect on the service activity in such a way as to gain further understanding of course content, a broader appreciation of the discipline, and an enhanced sense of civic responsibility.

(Bringle & Hatcher, 1995)

Why S-L?

When we engage students in reflection related to their (service-learning) experiences, they can see

  • the relevance of course content to real-world issues,
  • the interdisciplinary nature of problems and solutions,
  • the complexity of the social fabric, and
  • how they can choose to become part of the solution.

(Jacoby, 2015)

Benefits of S-L to students, teachers and the community:
Benefits to Students
Personal growth
Citizenship
Academic enhancement
Career development

(Eyler et al., 2001; Celio et al., 2011; Jacoby, 2015)

Benefits to Teachers
Enhancement in quality of teaching and learning
Professional development
Community-University partnership
Scholarship

(Jacoby, 2015)

Benefits to the Community
Greater capacity to serve
Community-University partnership
Contribution to teaching & learning
Change in attitude

(Cruz & Giles, 2000; Jacoby, 2015)

References
  1. The Chinese University of Hong Kong. (2021). Education – CUHK Strategic Plan 2021-2025. Education – CUHK strategic plan 2021-2025. https://www.cuhk.edu.hk/strategicplan/cuhk2025/education.html
  2. Bringle, R. G., & Hatcher, J. A. (1995). A service-learning curriculum for faculty. Michigan Journal of Community Service Learning, 2, 112-122.
  3. Kaye, C. (2010). The complete guide to service learning : Proven, practical ways to engage students in civic responsibility, academic curriculum, & social action (Rev. & updated 2nd ed.). Minneapolis: Free Spirit Pub.
  4. Kaye, C. (2015). The Dynamics of SERVICE LEARNING. Https://aisa.or.ke/wp-content/uploads/resourcs/service-learning/all-service-learning/the-dynamics-of-service-learning-010920.pdf.
  5. Eyler, J.S., Giles, D.E., Stenson, C.M., & Gray, C.J. (2001). At a Glance: What We Know About the Effects of Service-Learning on College Students, Faculty, Institutions, and Communities 1993-2000: Third Edition. http://ewucommunityengagement.pbworks.com/w/file/fetch/62951195/aag.pdf.
  6. Celio, C.I., Durlak, J., & Dymnicki, A. (2011). A meta-analysis of the impact of service-learning on students. Journal of Experiential Education, 34(2), 164-181.
  7. Jacoby, B. (2015). Service-learning essentials : Questions, answers, and lessons learned (First ed., Jossey-Bass higher and adult education series). San Francisco, CA: Jossey-Bass.
  8. Cruz, N. I., & Giles, D. E. (2000). Where’s the community in service-learning research. Michigan Journal of Community Service Learning, 7(1), 28-34