Service Learning in College Political Science: Queries and Commentary

Abstract

Community service is widely advocated as a method for advancing civic awareness and citizen responsibility in both secondary schools and colleges. Use of service learning in higher education has been promoted nationwide by academic, political, professional, and business leaders through such organizations as Campus Compact, American Association for Higher Education, Commission on Civic Renewal, and Corporation for National and Community Service (Bringle, Games, and Malloy 1999). In some cases, service has been institutionalized in colleges. Tufts University, for example, has added a College of Citizenship and Public Service through which students from various departments can complete a certificate program that integrates active service and citizenship studies into their major course of study (Zernike 2000). A recent report estimates that nearly two million students participate in service learning at four-year public and private institutions of higher education, and almost half of all community colleges offer service learning courses (Shumer and Cook 1999). Service learning has been applied in college courses as diverse as freshman composition, education, sociology, anthropology, business, and public policy.But does service learning—and community service more generally—help students learn about politics and government? And, what research is needed to determine whether service, in fact, contributes to students' civic education? Having recently completed an analysis of national survey data on secondary school students' participation in community service and its relationship to civic education (see Niemi, Hepburn, and Chapman 2000), we now turn to examining the implications of service learning for college political science teaching and research.

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