Embedded Files
Overview
The fundamental mission of St. Mary's County Public School (SMCPS) Service-Learning Program is to engage students in a meaningful learning environment that fosters their understanding and commitment to civic engagement. In order to address complex issues confronting our communities, SMCPS recognizes and values its responsibility to prepare students to be active, responsible, and informed citizens. The SMCPS Service-Learning Program engages students to apply their academic classroom learning in a structured setting as they address community needs and develop skills that cultivate social innovation.
Student Service-Learning
The Maryland State Department of Education (MSDE) defines service-learning as a high-impact instructional approach that combines meaningful service to the community with curriculum-based learning. It is a form of civic education that provides students with diverse opportunities to explore and reflect on what it means to be active, engaged citizens. All students receiving a Maryland high school diploma must complete 75 hours of service-learning before graduation.
Student Service-Learning Implementation Plan
Student Service-Learning Projects
Core Components
Core Components
Student service-learning experiences must include all three core components:
Academic Preparation
Students build the knowledge and skills needed to engage meaningfully in their service action. Academic preparation may include meeting curricular objectives, learning physical or technical skills, exploring civic responsibility, and learning about the community to understand and address identified needs.
Service Activities
Students engage in purposeful, personally relevant service that meets a recognized community need. Students should spend the majority of their total servicelearning time engaged in service action through direct, indirect, and/or advocacy service.
Structured Reflection
Students participate in ongoing, intentional reflection throughout the service-learning experience. Through reflection, students examine the service action and its impact on the community and on themselves, consider successes and challenges, and determine adjustments that may strengthen the project.
Types of Service-Learning Projects
Direct Service
Students have direct contact with individuals or groups they serve. Examples may include tutoring, serving meals, visiting nursing homes or assisted living facilities, and providing care or support to individuals in need.
Indirect Service
Students engage in service activities without direct contact, often channeling resources to help address a community issue. Examples may include hosting food and clothing drives, organizing walk-a-thons or fundraisers, and participating in environmental projects.
Advocacy Service
Students educate others about an issue with the goal of influencing change within the community. Examples include contacting legislators or local representatives (e.g., letters, emails, or calls), presenting before public officials or governing bodies (e.g., city councils or school boards), preparing and delivering educational events (e.g., performances, panels, interviews) to raise awareness, creating and sharing educational materials or media, and developing targeted social media campaigns.
Examples of Student Service-Learning Projects
Below are examples of service-learning projects conducted within the school system that are in alignment with Maryland's Seven Best Practices of Service-Learning.
Student Service-Learning in SMCPS
The Student Service-Learning in SMCPS Handout addresses the following topics: (1) Requirements, (2) Transfer Policies, (3) Communication and Reporting, and Celebration and Recognition. Review the Student Service-Learning in SMCPS Handout
Frequently Asked Questions
Graduation Requirement
Maryland Student Service-Learning Guidelines
Independent Service-Learning Projects
Students can create and execute an unavailable Student Service-Learning project through an embedded course. To do this, students must fill out a Student Service-Learning Pre-Approval Request Form and Pre-Approved Site-Form for their independent project. These forms are necessary to ensure the project will count toward their service-learning hours. After completing the form, students should return it to the Social Studies Department Chair at their school.
Independent Student Service-Learning Project - Pre-Approval Request Form (VIEW COPY)
Independent Student Service-Learning Project - Pre-Approval Request Form (MAKE COPY)
Independent Student Service-learning Site Pre-Approval Form (VIEW COPY)
Independent Student Service-learning Site Pre-Approval Form (MAKE COPY)
Once the Pre-Approval Request and Site Pre-Approval forms have been reviewed and are found to align with the Seven Best Practices of Student Service-Learning expectations, students will be provided with a Verification of Hours Form and a Reflection Form.
Independent Service-Learning Project Verification - Hours Form (VIEW COPY)
Independent Service-Learning Project Verification - Hours Form (MAKE COPY)
Resources
Resources
National Service Organizations:
Maryland Service Organizations:
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