Service learning is an excessive requirement

As part of the requirements to graduate as a Buckley Public Service Scholar, students are required to complete a service-learning class.

Flipping through the course catalog, students can find a plethora of service-learning courses in different departments that satisfy this requirement.

However, the requirement to complete a service-learning course seems misplaced for students who aim to graduate as a public service scholar.

Those in the program complete 300 hours of community service, four skills trainings, a senior service portfolio and a service-learning course, among other things.

These students are obviously very interested in engaging with communities and carrying what they learn in the classrooms beyond the walls of the University.

Requiring these students to complete a service-learning course smacks of preaching to the choir.

That doesn’t mean that service learning is not important. It is an incredible teaching method that enables students to link real life situations with formal, academic study.

Service-learning courses would be more effective for the students who do not already actively pursue service.

The courses would provide structure and opportunities to get involved for those who aren’t already plugged in.

It is certainly true that tying service to academics is important, since the experience of discussing service in a class setting is a very valuable one.

But there is a danger in encouraging students to do service just to “check it off the list.” Service loses its meaning, which is counterproductive to the goals of the program.

A service-learning course requirement for public service scholars is not the best way to reflect a commitment to public service.