Abstract
For an instructor in higher education, implementing service-learning (S-L) into a new or existing course can simultaneously be an exciting but potentially challenging experience. While S-L has the potential to make positive impacts on both the community of interest and subsequent students, instructors implementing S-L may face challenges such as project and partner identification. Another potential challenge for the instructor is determining which type of instructional approach they should select to implement S-L. To help guide higher education instructors in this selection process, this chapter features a collective case study of S-L projects conducted within three different undergraduate courses, using three different instructional approaches, at the University of Central Arkansas. Each of these courses has successfully utilized a different instructional approach: 1) collaborative consultation, 2) guided discovery, and 3) learner-centered. Using a collective case study of S-L courses, this chapter discusses in detail the implementation of each S-L project from start to finish.
TopPreparing Faculty To Implement Service-Learning
Prior to implementing S-L projects into their courses, each instructor featured in this book chapter completed the same on-campus S-L Faculty Fellowship at UCA, the goal of which was to help faculty successfully design and implement a new S-L project. The fellowship program included a diverse cohort of faculty from across disciplines and engaged each faculty member in in-depth professional development on the topic of S-L theory and pedagogical practice, with dedicated time for community partnership development and course redesign.
Key Terms in this Chapter
Direct Service-Learning: A service-learning approach in which students are actively involved in hands-on service that directly impacts the community or an individual. In this format, students are actively engaged in working with a specific need through service learning.
Research-Based Service-Learning: A service-learning approach in which students collect, analyze, develop, and present information on a particular topic or area related to the topic of the S-L project. Students are involved in applying research-based practices to practical applications for communities and individuals.
Collaborative Consultation S-L: An instructional approach that requires the instructor, students, and community partner to work together throughout the duration of the S-L project, with the community partner serving as a co-instructor. See Case Study 1.
Indirect Service-Learning: A service-learning approach where students combine traditional classroom instruction with activities that are designed to benefit the community or an individual. Students are not hands-on in this approach and do not directly interact with the community or individuals they are serving.
Guided Discovery S-L: An instructional approach that allows the instructor an opportunity to expose students to a variety of community partners. This approach also provides activities and community learning experiences that help guide the student toward the S-L project that best aligns with their interests. See Case Study 2 .
UCA Faculty Fellows Program: The faculty fellowship program at the University of Central Arkansas, focused on engaging diverse faculty in educational theory related to service-learning. Faculty are introduced to community partners throughout the program and redesign a course to teach the following year as a designated S-L course.
Instructional Approach: A method or strategy employed by educators to promote skill development, foster learner understanding, and convey information to students.
People-Centered Sciences: The field of family and consumer Sciences, formerly known as home economics, is often referred to as a people-centered science. The field focuses on the improvement of the lives of individuals, families, and communities through education and advocacy.
Learner-Centered S-L: An instructional approach where the instructor serves as a facilitator for the S-L project, but ultimately students are responsible for their decisions and learning outcomes throughout the project. In this approach, students work closely with peers, the instructor, and community partners as they assume the role of professional in their respective fields. See Case Study 3 .