Service-Learning Foundations

Summarizes findings of service-learning research in higher education from 1993-2000, including an annotated bibliography. Part one describes the effects of service learning; there are citations for personal, social, learning, career development outcomes for student. Part two includes citations about the effect of program design on students (reflection, duration, etc). Part three cites literature on impact of service-learning on faculty. Part four cites literature on impacts on universities. Part five cites literature on community impact. A section of graphs illustrates the kinds of populations, study measures, outcome measures that were used in the cited literature.

This paper argues that the current interest in service learning provides universities with a unique opportunity to engage their students in community service, expand their educational agenda, and build reciprocal partnerships with the community. Specific activities for implementation of such a program are delineated for the four constituencies of institution, faculty, students, and the community. (Author/MSE)

This article attempts to clarify service-learning practice and theory by offering four distinct conceptualizations of service learning: technical, cultural, political, and poststructuralist.

Service-learning has drawn largely on a few major theorists for theoretical support. Additional theoretical perspectives drawn from cognitive psychology and social theory can also contribute, including constructs of concept formation, selective perception, categorization, critical reflection, and mediated learning. Each of these helps to explain the transformational nature of experiential education and provides intellectual support for "best practices."

There is an emerging body of literature advocating a “critical” approach to community service learning
with an explicit social justice aim. A social change orientation, working to redistribute power, and developing authentic relationships are most often cited in the literature as points of departure from traditional service-learning. This literature review unpacks these distinguishing elements.

The article discusses the outcomes of service learning programs on college students, particularly whether or not participation helps students to feel engaged with people from different backgrounds and what attributes of liberal arts colleges can impact student participation in such programs. Surveys were given to current participants in the Bonner Scholar Program (BSP) to collect data. It was found that in order for students to reap the largest benefit from service learning they had to devote more than one semester to it.

Research emphasizes the impact of service learning on college students' development. Less evidence exists of its cognitive impact. To improve academic learning quality, researchers must identify intellectual outcomes best facilitated through service learning, create measures of these outcomes to embed into instructional processes, and conduct research on alternative pedagogical techniques to identify those which produce optimal learning and cognitive development.

Featured articles in this issue focus on the key role of community service-learning in the civic identity development of American college students and highlight majors, minors, and certificate programs as important and increasingly popular structures for engaging college students in community service-learning.