Building a Foundation for a Philanthropic Future: Community-Engagement in an Online College Class

Background

The idea of service-learning in college classes is certainly not a new phenomenon. In the past few decades, many have studied and extolled the benefits of incorporating service-learning aspects into college coursework. Some of the benefits that have been identified include long-term volunteerism, strengthened leadership skills, and life satisfaction in adulthood (Bowman, Brandenberger, Lapsley, Hill, & Quaranto, 2010 ; Newman & Hernandez, 2011); increased student learning and success (Moore & Mendez, 2014); empathy, enhanced critical thinking skills, and contributions to societal change and social justice initiatives (Bureau, Cole, & McCormick, 2014); “brain-based learning” (Nwokah & Leafblad, 2013); future civic engagement (O’Leary, 2014); and increased participation in the democratic process in adulthood (Flanagan & Bundick, 2011). Certainly the number of classes that incorporate service-learning has grown rapidly in recent years. Mirabella noted that “between 1996 and 2006, philanthropy courses grew in number by 206% and represent 13% of all nonprofit management education coursework” (as cited in Campbell, 2014, p. 221). Undoubtedly as research continues to surface evidencing the pedagogical and long-term benefits of community-engagement, these numbers will continue to grow.