Abstract
This chapter explores the theoretical underpinnings of service-learning. A brief overview of past and current definitions of service-learning, and its defining elements and benefits to all stakeholders will be explored. This chapter will also frame Leadership Experience for Academic Direction (L.E.A.D.) in the service-learning context through a discussion of the process facilitated through the program (preparation, action, reflection, demonstration) based on literature. Within the L.E.A.D. program, teacher candidates conduct a needs assessment, prepare a project proposal, and compile all information from planning and resources into a final project that showcases their learning.
TopIntroduction
Service-learning has become a popular component of many pre-service teacher education programs as a means of making the curriculum relevant by linking academic instruction with community service. It uses guided reflection intending to bridge the gap between theory and practice seamlessly, to better prepare students (at all levels) for life outside an academic setting (Lyday, Winecoff, & Hiott, 1998; Roschelle, Turpin & Elias, 2000; Vickers, Harris & McCarthy, 2004).
Kolb (2014) states that “there is a growing group of educators—faculty, administrators, and interested outsides—who see experiential education as a way to revitalize the university curriculum and to cope with many of the changes facing higher education today” (p. 4). The University of Windsor’s Faculty of Education offers a variety of service-learning opportunities at both consecutive and concurrent levels through its Bachelor of Education program. In previous years, the University of Windsor had offered these courses as additional or optional courses for teacher candidates. With the change from a one to a two-year teacher education program in 2015, the University of Windsor's Faculty of Education made service-learning courses a mandatory program requirement for all teacher candidates in both consecutive and concurrent programs. This supports literature findings that service-learning is growing in popularity in pre-service programs. The authors infer that this is due to the meaningful and rich learning opportunities created within those educational experiences.
This book focuses on one of those opportunities: Leadership Experience for Academic Direction (L.E.A.D.). This chapter will begin by discussing the theoretical underpinnings of service-learning explained by Dewey’s (1938)Experience and Education and Kolb’s (1984, 2014) theory of Experiential Learning. Both have contributed to forming the foundation for and understanding of service-learning as a pedagogical strategy–—a concept that was first defined by Robert Sigmon (1979). After exploring these foundations, the L.E.A.D. program model will be explained through the process and elements of service-learning in connection with current literature and practices.
TopBackground
The Origins of Service-Learning
Currently, the most cited definition, outlined by Bringle, Hatcher, and McIntosh (2006), defines service-learning as “a course-based, credit-bearing educational experience” (p. 12). The authors and program developers of L.E.A.D. argue that the most important component of the core of service-learning lies in “educational experience.” To understand service-learning, we must understand educational experiences; What are they? How do we create or facilitate them? Are all educational experiences equal? Through a review of the literature, the work of Dewey (1938) and Kolb (1984, 2014) has been explored to provide the foundation of educational experiences.
Key Terms in this Chapter
Service-learning Project: Completed during the action stage of service-learning. The project implemented by teacher candidates that meets an important need in his or her school community.
In-School Fridays: The Fridays in-between placements when L.E.A.D. teacher candidates volunteer their time in the placement school to assist where needed. Volunteer activities can include but are not limited to in-class support, small group support, facilitating activities and tasks, assisting with social programs throughout the school, implementing his or her service-learning project.
Bachelor of Education Program: The two-year undergraduate degree that must be completed in order for a teacher candidate to fulfill the Ontario College of Teachers’ (OCT) requirements to become a certified teacher in Ontario.
Service-learning Proposal: Completed during the preparation stage of service-learning. Teacher candidates must develop a plan of action for a service-learning project(s) that meets (an) important need(s) in his or her school community. This is a working document that can, and should, be adjusted to reflect changes in the school community.
University of Windsor: The University in Southwestern Ontario that offers the L.E.A.D. program as one of its service-learning options within the Bachelor of Education Program.
Needs Assessment: Completed during the preparation stage of service-learning. A checklist and reflection L.E.A.D. teacher candidates are required to complete to assist them in identifying important needs in his or her school community.