Relevance of Service-Learning in College Courses

Abstract This study analyzed student perceptions of the academic and social relevance of service-learning pedagogy, and how teacher adherence to best practices in service-learning may influence those perceptions. A total of 566 students in 19 classes that incorporated service-learning at a large university participated in the study. Survey results indicated that participation in service-learning courses impacted student perceptions of course content relevance. Analysis also suggested that faculty understanding and sophistication regarding service-learning impacted student perceptions and that faculty training and adherence to best practices is essential. Introduction Hundreds of colleges and universities across the country have implemented service-learning courses seeking to improve student learning and social behavior skills. Indeed a significant body of research on service-learning indicates that service-learning is an effective tool for teaching academic course content as well as improving social behavior skills. Studies also suggest that effective service-learning pedagogy requires the adherence to best practices (Gibson, Kostecki, & Lucas, 2001; Katula & Threnhauser, 1999). Faculty training also appears to be an important ingredient in maximizing the impact of service-learning in college courses. Impact on Academic Performance A number of research studies demonstrate that service-learning improves students' ability to learn academic content and complete course goals. Vogelgesang and Alexander (2000) at the Higher Education Research Institute at UCLA conducted a longitudinal study of 22,000 students attending a cross-section of national colleges and universities. The study found that students participating in service-learning experienced positive outcomes in three academic areas: critical thinking, writing skills, and college grade-point average. Using the same student database, Astin, Vogelgesang, Ikeda, and Yee (2000) found that more than 80% of the students reported that service-learning participation made them more interested in course material. The study corroborated other findings on service-learning's impact on academic achievement (Akujobi & Simmons, 1997; Astin & Sax, 1998; Batchelder & Root, 1994; Eyler & Giles, 1999; Kendrick, 1996; Keyton, 2001; Melchior, 1999; Motoff & Roehlin, 1994; O'Hara, 2001; Osborne, Hammerich, & Hensley, 1998; Strage, 2000). Impact on Social Behavior Skills An even larger body of research suggests that service-learning improves students' social skills. Osborne et al. (1998) found that students demonstrated positive changes in social competency, perceived ability to work with diverse others, self-certainty, and improved self-esteem after participating in service-learning. Myers-Lipton (1996) concluded that students who participated in service-learning perceived themselves more positively in self-worth and social competency and were more prepared to work with diverse populations than students who did not participate in service-learning. Melchior and Bailis (2002) reviewed the findings of three major national service-learning initiatives and found that students who had participated in service-learning consistently felt more confident in their ability to identify issues, work with others, organize and take action, and build a commitment to civic participation. Similar results were found in studies by Astin (1996), Kendrick (1996), Payne (2000), Rockquemore and Schaffer (2000), and Yate and Youniss (1996). Characteristics of Effective Service-Learning Programs While no definitive list of best practices for service-learning exists, a review of the literature shows that certain key practices are consistently needed for an effective service-learning program. These best practices include: (1) service that is connected to the curriculum; (2) service involving a specific action; (3) student reflection at the end of the service; (4) ongoing reflection throughout the course; (5) student's choice in selecting the service; (6) student training in the service area; (7) student involvement for a minimum of 10 hours; (8) faculty training in the use of service-learning; (9) ongoing communication between the faculty member and community service-learning partner; (10) assessment to determine if program outcomes were achieved; and (11) recognition of student contributions. …