Welcome to the InfoSci Platform
Incorporating Service-Learning in People-Centered Sciences: Three Instructional Approaches

Incorporating Service-Learning in People-Centered Sciences: Three Instructional Approaches

Kathryn A. Carroll, Rebekah R. Luong, Monica Lieblong, Lesley Graybeal
Copyright: © 2024 |Pages: 24
ISBN13: 9798369321331|ISBN13 Softcover: 9798369345016|EISBN13: 9798369321348
DOI: 10.4018/979-8-3693-2133-1.ch005
Cite Chapter Cite Chapter

MLA

Carroll, Kathryn A., et al. "Incorporating Service-Learning in People-Centered Sciences: Three Instructional Approaches." Applications of Service Learning in Higher Education, edited by Sandy White Watson, IGI Global, 2024, pp. 65-88. https://doi.org/10.4018/979-8-3693-2133-1.ch005

APA

Carroll, K. A., Luong, R. R., Lieblong, M., & Graybeal, L. (2024). Incorporating Service-Learning in People-Centered Sciences: Three Instructional Approaches. In S. Watson (Ed.), Applications of Service Learning in Higher Education (pp. 65-88). IGI Global. https://doi.org/10.4018/979-8-3693-2133-1.ch005

Chicago

Carroll, Kathryn A., et al. "Incorporating Service-Learning in People-Centered Sciences: Three Instructional Approaches." In Applications of Service Learning in Higher Education, edited by Sandy White Watson, 65-88. Hershey, PA: IGI Global, 2024. https://doi.org/10.4018/979-8-3693-2133-1.ch005

Export Reference

Mendeley
Favorite

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.

Request Access

You do not own this content. Please login to recommend this title to your institution's librarian or purchase it from the IGI Global bookstore.