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 .
Published in Chapter:
Incorporating Service-Learning in People-Centered Sciences: Three Instructional Approaches
Copyright: © 2024
|Pages: 24
DOI: 10.4018/979-8-3693-2133-1.ch005
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.