 Research service-learning (RSL) is an emerging practice that connects service-learning with the mission of research universities to create new knowledge. Students, faculty and community partners identify a question of shared interest. Research is conducted in the context of a service-learning experience, where the research components (problem analysis, synthesis, and conclusions) become an integral part of the service provided to the community. Students produce a tangible research product for their community partner. They also participate in a structured process of critical reflection on the ethical, intellectual and civic aspects of their experience.
RSL at Duke follows a three-stage model:
• Stage 1: The Gateway Experience includes a service-learning component and introduces students to basic research skills and ethical issues. Requires students to engage in structured critical reflection and to complete a final course assignment (e.g. a policy memo) based on their service experience.
• Stage 2: The Community Based Research Opportunity can be an internship or academic course that includes field research which students conduct in collaboration with a community partner. Also requires that students keep a research journal that addresses intellectual, ethical and civic issues.
• Stage 3: The Capstone Course allows students to pursue an independent research project that builds on their collaboration with the community partner. Requires students to keep a research journal that addresses intellectual, ethical and civic issues. Since fall 2006, the Hart Leadership Program (HLP) has worked to develop RSL gateway experiences in core public policy courses as the first step towards an RSL Pathway in Public Policy Studies. HLP is currently working to fully develop the Pathway by establishing community-based research and capstone opportunities within the public policy curriculum.
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