Office of Civic Engagement

What UMD faculty say about civic engagement/service-learning

Why try a teaching method that uses civic engagement/service-learning?

”The simplest answer here is because it works! Getting students into the community both to hone their academic skills and to contribute their energy and intellectual curiosity to community organizations and activities creates great experiences for learning. This kind of educational activity also helps students understand that college learning is not something they just do in the classroom, or something that "looks good on a resume." I've had many students tell me that projects requiring community engagement that they've completed in my classes have been among the most rewarding learning experiences they've had in college”.

David Syring, Ph.D. Department of Sociology and Anthropology

“Service learning provides students with a level of relevance and real world application that is hard to achieve through traditional classroom instruction.  While I'm impressed by the growing research base relating to the impacts of service learning, what has sold me on the power of service learning is seeing the difference is makes for students, especially for students struggling to fit in with their peers and struggling with academic self confidence.  College students are at a critical period in their lives, and service learning provides them with an opportunity to assume responsibility, take initiative, develop leadership skills, work collaboratively, and think in innovative and creative ways.  Service learning, in my mind, is one of the best ways we can help foster a citizenry of young adults who are productive and care about the people and places around them”.

Julie Athman Ernst, Ph.D.
Assistant Professor
Department of Health, Physical Education, and Recreation

“From my experience, students are more motivated to learn when they can see that what they are learning is relevant to their life and that is has real and practical significance.  Civic engagement/service learning courses expose students to issues in the community. It also gives them an opportunity to make a positive difference. By providing students with this experience they have a better understanding of how they can be involved with and contribute to their community in the future”.

Lynn Bye, MSW, Ph.D.
Associate Professor
Department of Social Work

What are your recommendations to faculty developing civic engagement/service-learning courses?  

“The most important step is developing a "community partner" -- this is an ongoing relationship that should being long before your grant proposal is written and may extend beyond the length of the grant. This relationship is the foundation from which a successful grant and a successful learning experience will grow”.   David Beard instructor composition  

“I have found it helpful to involve students in identifying the service project.  While it is tempting to figure out the project and work through the logistics on my own, I've found it makes a big difference in terms of student buy-in and motivation when students have helped identify the issue that needs to be addressed and collectively determined the course of action”.

Julie Athman Ernst, Ph.D.
Assistant Professor
Department of Health, Physical Education, and Recreation

“When developing civic engagement/service-learning courses it is essential to work closely with a community partner to identify a community need.  It is also important to clearly identify outcome measures for student acquisition of academic content and community goals for the project.  Regular opportunities for reflection should be built into the course so that students can critically examine their assumptions and what they are learning”

Lynn Bye, MSW, Ph.D.
Associate Professor
Department of Social Work