Service-Learning in the “Third Sector”: Implications for Professional Preparation

Abstract

American universities and colleges are becoming increasingly interested in service-learning curricula. Several have incorporated service-learning initiatives either as an option for students or as requirements for graduation. Unlike volunteerism, service-learning attempts to balance the personal and professional development of students with the service they perform.

Because it seeks to reconnect students with the needs of their community, service-learning experiences usually take place in nonprofit or “third sector” organizations and agencies whose goal is the promotion of “social capital” — the notion of giving one's time, energy, talent, and skills to assist others and advance the interests of the larger community. In the wake of government downsizing and cutbacks in support for social services, it appears that this sector will have to bear increasing responsibility for the health and well-being of communities. At this time, the third sector comprises the newest and fastest growing category of organizations in America whose emergence represents a new configuration of public and private power. This article provides an overview of the role of “third sector” organizations in American communities and examines the feasibility of employing service-learning methodologies for health education majors in these organizations. Implications for professional preparation programs are offered.