Service-learning is not productive when students view service as a chore; distinguishing service-learning from volunteerism will help students understand how they will benefit from the exchange. Repeatedly highlight connections between service and other course content and emphasize the contribution of service activities to course objectives. Other preventative measure against complaints about service requirements include:
Designating service-learning courses in the course catalog
Allowing for flexibility
Reserving class time for critical reflection of assumptions about service
Recognize that students might have legitimate grounds for objecting to service requirements and consider offering optional opportunities for involvement or directing them to traditional sections or courses that will fulfill their degree requirements. On the other hand, don't assume that students will complain. A recent UCLA study found that freshmen entering U.S. colleges and universities were the most service-oriented class in the thirty-one years the nationwide survey had been administered (CIRP). Students may well be seeking opportunities for community involvement and will be enthusiastic about a course that facilitates that desire.