Elements of High School Service Learning Programs

Abstract

Service learning is a form of pedagogy that enables students to address the school curriculum through service to the community. A comprehensive review of the literature was conducted to define the key elements of high school service learning programs and describe empirical investigations focused on the elements. Twelve elements emerged from 62 articles. The elements most frequently discussed were (a) student participation, (b) action, and (c) reflection. Least mentioned were (a) student assessment and program evaluation and (b) celebration. This study suggests the need for a consistent definition of service learning, investigation of methods for including students with disabilities and students at risk, validation of the elements with practitioners, and empirical research to examine the relationship between elements and student outcomes.

Availability of and Access to Career Development Activities for Transition-Age Youth With Disabilities

“…Fourth, several additional offerings at these schools may represent potential avenues for addressing the career development of youth. For example, service learning is frequently advocated as an authentic context for integrating academic and vocational learning within meaningful service activities, providing students with a more motivating context to learn important skills and attain career awareness (Dymond, Renzaglia, & Chun, 2008). Expanding the access of youth with severe disabilities to these experiences, however, requires both intentional planning and a shift in focus from youth as primary "recipients" of service activities to actual "providers" of service (Carter, Swedeen, Moss, & Pesko (in press)).…”

A Validation of Elements, Methods, and Barriers to Inclusive High School Service-Learning Programs

“…In addition, most descriptions of service-learning programs within the professional literature do not clearly define the service-learning components, making it difficult to determine the extent to which the standards were incorporated (Dymond, Renzaglia, & Chun, 2008a). Many school districts, agencies, and organizations appear to have adapted the standards developed by national organizations or modified the elements of servicelearning advocated in the literature.…”

“…Many school districts, agencies, and organizations appear to have adapted the standards developed by national organizations or modified the elements of service-learning advocated in the literature. In addition, most descriptions of service-learning programs within the professional literature do not clearly define the service-learning components, making it difficult to determine the extent to which the standards were incorporated (Dymond, Renzaglia, & Chun, 2008a). Although there appears to be general agreement about the value of service-learning, the field of service-learning currently does not adhere to one set of standards or practices in defining service-learning (Brabant & Braid, 2009; Sheffield, 2005).…”

“…Hypothesizing that there may be differences in the elements used to design and implement inclusive and noninclusive service-learning programs, Dymond et al (2008a) systematically identified peer-reviewed journal articles specific to high school service-learning and analyzed each article to determine the elements (i.e., components, principles, standards) advocated. Twelve elements emerged.…”

Promoting youth purpose: A review of the literature

“…This bridge between classroom and community is designed to build students' ability to think beyond themselves and increase their sense of social responsibility, and thus, to promote character. 21 Such attempts to develop character have been instantiated in hundreds of programs across the United States. 22 It is useful to briefl y consider the features of character education programs so as to understand how such programs may foster purpose.…”