What Is Service Learning and How Does Century College Utilize This Learning Tool?

April 11, 2012

Service learning is a type of experiential learning that engages students in service within the community as an integrated aspect of a course.  Service learning is designed to get students into the community for active learning related to what they are studying in the classroom.  Effective service learning courses involve students in course-relevant activities in partnership with a community organization, and structure opportunities for students to reflect on their service experience to gain a better understanding of course content and an enhanced sense of civic responsibility.

Century College biology project

There are three main elements of every service learning experience.  Service learning:

  • is reciprocal, meaning the student and the community organization both benefit from the assignment.
  • provides real-life application of materials so that students retain more course curriculum and come away with an appreciation for the role we all play in civic engagement.
  • always involves opportunities for reflection.  Reflection assignments are important, allowing students to think critically about the experience both during and after their service.

At Century College, if an instructor chooses to utilize service learning in a course, it is a required assignment of the course, often replacing a textbook with real-life experience.  Students who complete a service learning assignment should engage in meaningful, hands-on, real-world activities.

Century College elementary partnership

As just one example, the service learning assignment for an Introduction to Human Services course provides an opportunity for students to serve local nonprofits.  Students are learning about the history of human service; education and training; worker roles; agencies, programs and community resources; career and job opportunities; skills, knowledge and values of the human service worker.  Through the service learning assignment, they have a minimum of 25 hours of individual hands-on experience assisting agencies with projects such as tutoring youth, completing relevant administrative office work, helping with programming at transitional housing organizations, or leading recreational activities for seniors.  Students reflect in class discussion groups and through a final writing assignment.

The following are excerpts taken from hundreds of positive Century College student reflections about the service learning experience:

  • “We learn these theories in school but until we really apply them or see them in action, they’re not real.”
  • “I think it was a great experience and service learning makes me feel like I made the right choice to go to school to become a teacher.”
  • “I wish more of my classes had service learning in them.”
  • “Because of my service learning assignment, I am more open and appreciative of volunteer work. I’ve found that it’s a lot more enjoyable to give something than to receive something.”
  • “I spoke to one of the nurses about applying to work there. She said since I have some experience with this location, my chances are high for possibly getting a job there. It was a wonderful feeling to know that I may already have some connections.”

The Service Learning Department at Century College closely collaborates with faculty members, community partners, and students by researching appropriate service learning sites, placing service learning students, and providing a clearinghouse for strong support, information, and problem solving.

Century College communication group

Each instructor and course at Century College has a designated service learning coordinator.  A presentation to the class is made early in the semester, information is distributed, and questions are answered.  Each semester, “Strategies for a Successful Service Learning Experience” materials are made available on Century’s Student Success Day.

At the same time that students are gaining academic, professional, and personal skills, local community partners receive valuable service and assistance.  We are encouraged by the frequent positive comments from our community partners.  The following are three great examples of how agencies and the overall community benefits from service learning:

Staff at one of the local nature centers has commented, “Over 100 hours were contributed by students over two seasons in planting and maintaining woodland wildflowers, ferns and grasses for a Federal Sustainable Trails Grant.  At the rate of $16 per hour as specified in the grant, the value of the student labor for just this project was $2,336.  However its long-term value is much greater in terms of re-establishing native vegetation along new trail corridors to restore habitat, stem erosion and protect water quality.”   


As one of our closest school partners has commented, “Elementary primary age students have shown incredible growth in the areas of reading and math given the extra one-to-one and small group help. In some classrooms, almost 100 percent of the students met their [Measures of Academic Progress] targets! That is simply amazing, and was not the case prior to the volunteer program consisting of the service learning students.  Attendance for some of the at-risk students went up as we provided these extra mentors.”

One social service nonprofit wrote, “As a result, [our] limited staff was able to raise more funds to be given to area health and human service agencies. These agencies have been dealing with major cuts in funding. Having more student volunteers was especially helpful last year, enabling us to raise over $4,000 in one evening to fight local hunger.”

Below are some statistics about Service Learning at Century College:

  • Approximately 2,000 Century students participate in service learning each year.
  • Over 15,000 Century students have participated in service learning since it began at Century College in 2000.
  • Century College students have contributed over 200,000 hours of service to the community in the last decade.
  • About 40 percent of the programs at Century require a service learning assignment.  Some Century programs require service learning to graduate.
  • Service learning hours are recorded on the students’ official transcript if they satisfy the service learning requirement and complete at least one reflection assignment for the course.
  • Students completing more than 40 hours of service learning while attending Century are recognized on the commencement program.

Considering the current economic and employment situation, service learning involvement is as important as ever in terms of contributing to our communities, as well as promoting student growth and increasing a student’s professional skills.

To learn more about how service learning can be incorporated into your work, please contact the Service Learning Department at Century College.

Kara Nakagaki, Service Learning Coordinator

Judy Lykins, Director of Service Learning

Email address – ServiceLearning@Century.edu

Volunteer Experience on Resumes

April 7, 2011

Placing volunteer experience on your resume is a way to demonstrate your full range of skills and capabilities, show productivity in employment gaps and to set yourself apart as an involved citizen, willing to take on new experiences and make things happen.  Now the tough question is where to place this experience on your resume.  Keep in mind that volunteer work should be presented with the same value, importance and level of achievement as paid work.

There are a few different placement options that numerous people have taken note of:

1. Add a section to your resume called “Community Service”, or    something of the like

  • Shows interest outside of work experience

2. Present volunteer experience along with paid work

  • Gives ongoing volunteer service same weight and importance as a paying job
  • Most recommended placement of volunteer experience

As with posting your paid work experience, try to include as many similarities between the prospective position and the applicant’s experience.  For instance, if you are applying for a management or lead position you could focus on your volunteer experience leading other volunteers or taking charge of a project.

To emphasis that volunteer work should be presented with the same value, importance and level of achievement as paid work, consider these resume-writing suggestions:

    • Prepare a service statement. This summary includes volunteer position title, a description of duties and responsibilities, skills required, dates of service, number of hours contributed and training received. Also include evaluation of performance and contribution to the organization; in-service training; workshops and conferences attended.
  • Numbers stop the eye and reinforce the value of the volunteer experience. Employers want to know quantifiable results as well as skills. Explain the outcome of your work with some data: amount of money raised, number of clients helped, percentage of successful interventions, etc. You can also assign a dollar value to volunteer hours in each assignment, so that volunteers can point to the equivalent monetary worth of their contributions.

It is recommended that you NOT use “volunteer” as a job title.  It’s an adjective and alone does not convey the work that you have accomplished.  If you volunteered teaching children you could use the title “Tutor”, or if you volunteered in an office setting, “Office Assistant.”

The following guidelines can be helpful for volunteers (and others) when writing resumes: (http://www.energizeinc.com/art/resumes.html)

  • Use an easy-to-follow format. Use bullets and phrases that are clearly written and can be read quickly.
  • Use the same format throughout. For example, use all CAPS for the job title and Caps and Lower Case for the name of the organization. Or vice-versa, highlighting whichever is the more important.
  • The specific address of the organization is not necessary; city and state are sufficient.
  • Make sure there are no gaps in the time sequence. If there are, explain them in the cover letter.
  • Use “Professional Experience,” not “Employment History” as a heading. This broader phrase very nicely includes volunteer work.
  • If the volunteer position was full-time or ongoing, clearly note that on the resume. Most employers will assume that volunteer work is very part-time, short-lived, and/or sporadic.
  • Continuing education and on-the-job training should be placed after high school and college information. The volunteer manager’s records should help volunteers recall various training sessions. This information serves to verify that skills presented elsewhere in the resume were learned in a formal setting.
  • A Summary of Skills and Experience is the area of the resume for volunteers to emphasize special skills, whether formally or informally learned. List three to five bulleted points at either the beginning or end of the resume. For example: “Proven motivational skills” or “Easily adapt teaching style to reach all age groups” or “Excellent organizational and project coordination skills.”

Watch for future research being done by MAVA dealing with job seeking volunteers.

Nicole Burg

Member Outreach Coordinator, Minnesota Association for Volunteer Administration