There are several types of models to consider when developing and implementing academic service-learning experiences. For instance, students engaged in discipline-based ASL provide service throughout the semester and reflect on experiences using course content as the basis for analysis. In addition, program-based ASL is based on the presumption that students have an established base of knowledge and expertise. In this model, individuals or teams of students worh with a community organization to identify a specific need and then develop a solution for the need in the form of a final product.
ASL courses can also be organized as a capstone experience. The goal of a capstone course is to synthesize students' understanding of their respective discipline. Capstone courses are useful in helping students transition from theory to practice. ASL can also take the form of a service internship/practicum, in which students typically work between 10 and 40 hours a week in a community setting. Students are required to link their service experiences with discipline-based theory throughout the internship.
ASL can also help produce community-based research. Within this model, students work closely with faculty members and a community partner to design a research project that addresses a specific community need. It is appropriate for students to have adequate knowledge of research methodology when operating within this framework.
