Service-learning: Thinking outside the box

Abstract

Service-learning is a form of experiential learning that combines academic coursework with voluntary service in the community. There is a dearth of critical analysis of the effects of service-learning. To address this issue, this practitioner research aimed to explore and understand its effects. An inductive approach, using qualitative and grounded theory methods, was used. Twelve semi-structured, in-depth individual interviews and two focus groups, one held at the beginning and the other at the end of the students' service placement, were conducted. Sequential and comparative analysis was made of the data gathered from various sources related to the course. The study demonstrates how intellectual and personal development can occur through service-learning. It also highlights potentially negative effects, but suggests that, overall, service-learning is potentially conducive to students' transformation.

Benefits Derived by College Students from Mentoring At‐Risk Youth in a Service‐Learning Course

“…The present study is the first known study to quantitatively examine the outcomes experienced by university students as a result of participating in a service-learning course in which they serve as mentors to at-risk youth. Findings are consistent with those of prior research which examined outcomes of service-learning courses in which mentoring was not the focus (e.g., Deeley 2010;Giles 1999, 1994;Lisman 1998;Reeb et al 1998Reeb et al , 2010. Our findings and the other benefits noted in the service-learning literature (e.g., academic achievement, greater diversity awareness) underscore the pedagogical value of service learning for the development of students across academic, socioemotional, and identity domains.…”

The changing nature of volunteering and the cross-border mobility: where does learning come from?

“…In particular, they need to look into the precise learning objectives in transnational volunteering, to design a learning plan together with volunteers, to identify the areas where NGOs could make a contribution and to follow strategies and evaluate the results. However, a major limitation is that, for volunteering, just as in the case for vocational education and training, there is no satisfactory explanation on how learning actually occurs, on what theoretical basis and what the pedagogical means are to foster a certain type of learning (Deeley 2010;Kristensen 2004).…”

Theory to Practice: Integrating Service-Learning into a Pre-Practicum Introduction to School Counseling Course

“…She designed the course to allow for class time to process experiences at service sites. This reflection time provided students and the instructor to engage in large and small group work to enhance their connection to the content and to other students in their class (Deeley, 2010). Throughout the course, the class instructor integrated process questions that tied the course material back to students' service at their sites.…”