Civic Engagement and Service Learning's Value

Dibyendu Mukherjee Dallas claims that the goal of colleges and universities is fundamentally based on civic involvement and service learning. They aid in a student's academic development, foster social and interpersonal skills growth, and improve the bond between the institution and the community.

To improve the quality of their instruction, find opportunities for research and professional expertise, and give students meaningful and pertinent experiences, faculty use service learning in teaching and research and incorporate it into courses with a service component (Jameson Clayton Jaeger 2011). Service learning supports deep learning through experiential learning that combines theoretical knowledge with real-world application. Critical reflection is also emphasized to create, develop, and record learning that encompasses academic and civic learning objectives (Ash & Clayton, 2009).

Projects for service learning may span many classes throughout the semester or across time. According to Jameson Clayton Jaeger (2011), and Maloney & Griffith (2013), these long-term projects frequently involve the full participation of course instructors in the roles of mentors and evaluators, benefiting both students and community organizations while also enhancing student learning's capacity to achieve advanced learning and community action goals.

Through service learning, students improve their academic knowledge, abilities, interpersonal, and self-confidence. Students develop a feeling of belonging and purpose to their school and society due to interacting with various individuals from various backgrounds.

The Life in the Fast Lane (LIFG) students often face emotions of alienation and a lack of support. The service-learning opportunity aids them in overcoming these sentiments by helping them become resilient. It helps students commit to public service and gives them direction and meaning in their life.