Reimagining Service-Learning: Deepening the Impact of This High-Impact Practice

Autor/inn/en	Anderson, Karen L.; Boyd, Margaret; Ariemma Marin, Katherine; McNamara, Kathleen
Titel	Reimagining Service-Learning: Deepening the Impact of This High-Impact Practice
Quelle	In: Journal of Experiential Education, 42 (2019) 3, S.229-248 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Anderson, Karen L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-8259
DOI	10.1177/1053825919837735
Schlagwörter	Service Learning; Undergraduate Students; Outcomes of Education; Skill Development; Teaching Methods; Learning Experience; Learning Processes; Mathematics Teachers; Program Descriptions; Mathematics Instruction + Suchen Sie Ihr Suchwort? Service-Learning; Lernleistung; Schulerfolg; Kompetenzentwicklung; Qualifikationsentwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; Lernerfahrung; Learning process; Lernprozess; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht
Abstract	Background: Service-learning has historically been seen as a high-impact practice that empowers undergraduates to develop essential learning outcomes. Most service-learning discussed within the literature occurs as a required element of a credit-bearing academic course. Purpose: This study explored what happens when service-learning is reimagined to be disconnected from a specific course and credit hours, and available via application to all undergraduates regardless of the liberal arts/science major or year in the college. Methodology/Approach: HyperRESEARCH was used to identify themes and categories from 45 sets of weekly reflections submitted by 36 participants engaged in reimagined service-learning projects across five semesters. Findings/Conclusions: Key findings reveal that not only do undergraduates develop essential learning outcomes as delineated in the existing literature, but in many cases, their understandings, and abilities to execute these skills, are deepened when service-learning is reimagined. Findings also reveal that undergraduates may experience service-learning differently depending upon year in college. Implications: Results from this study suggest that practitioners should investigate ways to reimagine service-learning, with specific emphasis placed on the differential ways college students at various stages in their undergraduate career experience, and learn from, service-learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01