Status of service-learning (S-L) programs at Central Philippine University

Abstract

The main objective of this study was to find out the status of academic subjects with service-learning (S-L) components in the curricular offerings of the different colleges of Central Philippine University during the Academic Year of 2004-2005. A checklist was provided to identify the general characteristics, service-activities extended, and S- L models of academic subjects with S-L components. Only academic subjects with available syllabi/course descriptions during the first semester of Academic Year 2004-2005 were included in the descriptive analysis using frequency distributions. This totals to 155 academic subjects. The results and discussions were made only as far as the general characteristics, service-activities extended, and S-L models of these identified academic subjects with S-L components were concerned. Results revealed that academic subjects with S-L components contain common general characteristics of S-L. More than half of the academic subjects identified with S-L components were found in the collegiate level. Most were linked to academic content and standards and provided opportunity for students to use skills and knowledge in real-life situations and extended training beyond the classrooms and into the community. The majority of the 155 academic subjects with S-L components which provided learning through active participation in service experiences also provided structured time for students to reflect by thinking, discussing and/or writing about their service experiences. More than half of these academic subjects had extended youth/group leadership development and environment sanitation programs. Most of the academic subjects with S-L components belong to the Introductory courses for S-L, followed by the Service-Centered model, and the 4th Credit-Option model for S-L. There was no academic subject with S-L component being identified under the Problem-Based model for S-L.