Adventure-Based Service Learning: University Students' Self-Reflection Accounts of Service with Children

Abstract

The need to provide alternative and exciting community service-learning experiences with university students has been a challenge to institutions of higher education. One institution was able to capitalize on an idea of integrating challenge and adventure-based activities as a form of community service. This article focuses on undergraduate university students' self-reflections, and outcomes regarding their learning experiences as facilitators in a challenge and adventure-based team-building, low ropes community service-learning course. Three emerging themes were analyzed regarding views of community service, and perceptions of the influences the course had on both university and elementary school students. Suggestions for future research on adventure-based community service-learning courses are discussed.

Service Learning as Critical Pedagogy: Implications for Student Community Awareness and Citizenship Development

“…Community is one of the essential elements in the service-learning process. Through service-learning activities, students identify the pressing needs and problems of the communities and try to mitigate them through building positive partnerships with schools and communities (Quezada & Christopherson, 2005). In this way, communities see the youth as essential resource.…”

“…In view of scholars, learning in the community setting is more natural, open, critical and reciprocal than the closed boundaries of a traditional classrooms where teachers tells about community life and citizenship (Brandell & Hinck, 1997). On the other hand, in service-learning programmes, students do and learn how to become citizens and how to help community people to solve their problems (Quezada & Christopherson, 2005;Steinberg, Hatcher, & Bringle, 2011). Research has strongly supported the theory of Dewey that students develop better learning skills and knowledge through personal explorations and experience and as an experiential educational practice, service-learning best achieves the community development and citizenship development goals of education (Cone, 1996;Prentice, 2011).…”

The Role and Application of Reflection in Service-Learning in Promoting Students’ Learning in Higher Education

“…The processing involves the rationalistic ways that students explore during the service activity in which they evaluate and re-evaluate their own beliefs, assumptions and practices (Quezada & Christopherson, 2005). This helps connect the affective dimensions of learning with the experience.…”

Photovoice as a Pedagogical Tool: Examining the Parallel Learning Processes of College Students and Preschool Children through Service Learning

“…Historically, institutions of higher education have had trouble providing stimulating and varying forms of service learning experiences to university students (Quezada & Christopherson, 2005). The benefits and outcomes for college students engaging in service learning can be highlighted as a powerful experience.…”

“…It also provides young children with the language and knowledge that empowers them to share their personal stories and to serve as advocates for others. In discussing leadership, children may begin to understand and articulate their thoughts and feelings around helping others as Quezada and Christopherson (2005) state "it is well documented that community service learning has a positive effect on both the provider and recipient" (p. 14). This could potentially help children see the bidirectional impact that may exist when engaging in service.…”