The principle of reciprocity in service learning : the case of De La Salle University

Educational institutions play a significant role in social development and nation building. To realize this, the schools, especially universities and colleges must engage actively in community development and in contributing to civic growth. There is a challenge to move towards a collaborative endeavour between institutions of higher education and their larger communities for social progress. De La Salle University (DLSU), being an advocate of transformative learning, espouses Service Learning (SL). It is offered as a response of the University to engage the academic community in addressing social disarticulations. This academic process aims to contribute in the formation of socially aware and active lasallians and the development of future transformative leaders. This intervention compels the academic community to utilize knowledge and skills in helping the least, the lost and the last and move towards community progress and nation building. SL is consistent with DLSU’s vision-mission: “a leading learner-centered research University, bridging faith and scholarship in the service of society, especially the poor.” SL is a “course-based and credit-bearing educational experience by which students a) participate in an organized service activity that meets identified community needs, and b) reflect on the service activity in such a way as to gain understanding of course content, a broader appreciation of the discipline, and, an enhanced sense of civic responsibility” (Bringle and Hatcher, 1995, p.112). Based on this definition, five important components can be derived upon: academic preparation, engagement with the community, reflection on their service, reciprocity between and among the academic participants and partner community and appreciation of the discipline. This paper will focus primarily on the reciprocity between and among the academic participants and partner community