Implementing Service-Learning to Enhance Undergraduate Teaching and Learning
Role of Education and Pedagogical Approach in Service Learning
ISBN: 978-1-80071-189-1, eISBN: 978-1-80071-188-4
Publication date: 7 November 2022
Service-learning implementation in higher education classes provides positive value to the undergraduate students as well as to the community organization being served. Opportunities for personal and professional growth allow students to develop their cognitive, interpersonal, and intrapersonal skills (Barnes, 2016; Myers, 2020). In addition, the curriculum and content connections to real-world situations encourage a deeper understanding of concepts and an application of meaningful critical thinking and problem-solving scenarios. Including the reflection component as part of the service-learning project enriches the experience and authenticates learning connecting theory to practice. The organization benefits with creative and innovative ideas from the volunteers as resources are shared and the student cultivates relationships in a culturally responsive manner (Schneider, 2018; Schvaneveldt & Spencer, 2016). Guidelines for the effective implementation of the service-learning project ensure a successful experience for all parties involved (Lee, Park, & Chun, 2018). The mutual beneficial relationship is healthy for all who are involved. Service-learning is an opportunity to further develop the student in areas of personal growth and teacher efficacy as well as helping the organizations and schools they serve (Barnes, 2016; Moore et al., 2016). In conclusion, service-learning advances many components of an engaging course and fosters experiential learning for the undergraduate student.
Burnham, T.J. and Slade, M.L. (2022), "Implementing Service-Learning to Enhance Undergraduate Teaching and Learning", Sengupta, E. and Blessinger, P. (Ed.) Role of Education and Pedagogical Approach in Service Learning (Innovations in Higher Education Teaching and Learning, Vol. 46), Emerald Publishing Limited, Bingley, pp. 127-142. https://doi.org/10.1108/S2055-364120220000046007
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