In recent years, there has been a virtual explosion of interest in
service-learning. Impact studies have demonstrated a wide range of
interpersonal outcomes including a sense of efficacy, connection to
community, appreciation for diverse populations, and interest in
course work to name a few. Yet critics have recently argued that
the developmental outcomes of service-learning do not sufficiently
examine cognitive development. Further, it is not clear whether
interpersonal outcomes interact with the intellectual outcomes
attributed to the courses affiliated with the service. This
groundbreaking book examines whether exposure to and immersion in a
service-learning program is in any way related to cognitive
development. The researcher identified traditionally-aged college
students who were selected by service-learning faculty as
demonstrating an exemplary commitment to, and engagement in,
service-learning. This study utilized The Service Learning Model,
developed by Delve, Mintz, and Stewart (1990), to examine,
describe, and assess depth of engagement in service at two points
in time. William Perry s Scheme of Intellectual and Ethical
Development (1970) was used to examine possible cognitive
development. Results reveal a new pathway of deepening engagement
in service. The growing body of research on college student
participation in service-learning has documented the generally
small, positive effects of service-learning on student development.
A casual observer may attribute this effort to be successful,
however, a closer examination of service-learning begs the
question: Is a small, positive effect the type of learning we
expect and are we accomplishing the learning objectives of the
academy, not to mention, meeting community needs? The focus on what
students are learning, rather than on how they learn best, leaves
us with an unsettling uncertainty regarding the outcomes of
service-learning. In order to focus on how students may learn best,
this book focuses on an examination of individuals, as compared
with groups, and of individuals that exhibit some of the outcomes
that service-learning claims to promote. This book examines whether
any students report that service-learning enriches their course of
study resulting in the development of critical thinking skills
(among other cognitive skills), in addition to interpersonal
skills. This book shows that direct service experience involving an
emotional or psychological (affective) connection with a community
member or members receiving services prompts an assessment of the
participants place in society. In responding to these emotions,
students participated in service more frequently and with deeper
engagement. Exposure to and immersion in direct service
experiences, along with subsequent reflection prior to involvement
in a service-learning program, are the mediating factors for the
preparation of exemplars to initiate the interest necessary to
develop cognitive skills. This book shows that interpersonal,
affective development is the precursor for participants readiness
for cognitive development in a service-learning program. A
developmental scheme of engagement, student development
interactions, recommendations for faculty for optimal development
in service-learning, and recommendations for future practice are
presented in this book that will be a valuable addition for all
collections in education.
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