A Service-Learning Project: The Perspective of a Residential Adolescent Treatment Facility

An Analysis of a Service-Learning Project: Students' Expectations, Concerns, and Reflections

“…Community colleges and universities are utilizing service-learning at both the undergraduate and graduate level (Anderson, 2003;Cashel, Goodman, & Swanson, 2003;Cleary, 1998, Holton, 2003Jones & Abes, 2004;Reed, Jernstedt, Hawley, Reber, & DuBois, 2005;Schaffer & Peterson, 1998). Disciplines impacted by service-learning include medicine (Elam, Sauer, Stratton, Skelton, Crocker, & Musick, 2003), nursing (Whitbourne, Collins, & Skultety, 2001;White, Fest, Allocca, & Abraham, 1999), pharmacology (Coffey, Miller, Barnett, & Turberville-Vega, 2003), gerontology (Blieszner & Artale, 2001;Dorfman, Murty, Ingram, Evans, & James, 2004), college student development (Jones & Abes, 2004), teacher education preparation (LaMaster, 2001), human service education (Blieszner & Artale, 2001;McClam & Harrower, 2003), social justice (Warren, 1998;Werner, Voce, Openshaw, & Simons, 2002), and higher education (Dreuth & Dreuth-Fewell, 2005;Kezar, 2002;Rice & Brown, 1998).…”

An Evaluation of a Pilot Service‐Learning Course for Criminal Justice Undergraduate Students*

“…Over the past decade service-learning programs have been integrated into a variety of disciplines including human services (i.e., McClam and Harrower 2003), nursing (i.e., White, Festa, and Allocca 1999), communications (Litke 2002), psychology (i.e., Marchel 2003Simons and Cleary 2004;Strage 2000), education (i.e., Boyle-Baise and Kilbane 2000; Root, Callahan, and Sepanski 2002;Schmidt and Robby 2002), science (Curry, Heffner, and Warners 2002) and sociology (i.e., Kendrick 1996;Potter, Caffrey, and Plante 2003). Because service-learning aims to enhance subject matter learning, service-learning programs are shaped by their own discipline (Zlotkowski 2000).…”

“…Because service-learning aims to enhance subject matter learning, service-learning programs are shaped by their own discipline (Zlotkowski 2000). In a human services course, for example, students were paired with adolescent residents to establish a helping relationship, to learn from the youth, and to apply the concepts of case management learned in the classroom (McClam and Harrower 2003). In a nursing curriculum, students were required to select a service-learning sight from several options (i.e., area rescue squads, hospitals, nursing homes) and were required to analyze individual, family and community systems, apply classroom learning (i.e., ethics and theory) to the field experience and demonstrate awareness of diversity issues (White et al 1999).…”

“…Because we lacked data on problem-solving ability, a concept of intellectual development assessed by Eyler and Giles (1999), we examined whether the students were able to apply academic theories to the lives of the youth. This is a commonly used concept of intellectual development in service-learning research (see, for example, McClam and Harrower 2003;White et al 1999).…”