Why Serve?   Step by Step Guide Connections to Academic Standards

Now that students have selected their issue, they should spend time learning as much as they can about it from as many different sources as possible. This will help them as they try to determine a plan of action for their service learning. The specific steps students take during the research phase are really guided by the project they've chosen. However, there is some basic information they will want to learn regardless of the issue. This includes: What they already know The history of the problem The current situation What will happen in the future if the problem is not addressed What's already been done to address it Potential collaborators Possibilities for change This research process is similar to other research processes your students likely have done. In service learning, however, the questions are theirs, the information is authentic, and the answers they get often lead to more questions -- and this is a good thing! What practitioners can do: Help students understand the benefits of learning as much as they can about the issue. Give students access to library resources, media, and the Internet. Invite experts to the class or set up opportunities for students to talk with experts about the issue. If necessary, help students pose questions to which they would like the answers. Challenge students along the way to assess whether the problem is too broad or too difficult to address. What students can do: List and answer questions that will help them learn as much as they can about the issue. Use a variety of resources. Collaborate as much as possible with community members. Complete the Student Service Learning Log. Reflection Ideas: Have students discuss how they felt about the research process, what went well, and what challenges they encountered. What might they do differently if given the chance to repeat the process?               Student worksheets are available for Steps 1-5. Click here to download them.