Finding the Right Fit: Helping Students Apply Theory to Service-Learning Contexts

Abstract

Background: Although past studies of service-learning focus on assessing student growth, few studies address how to support students in applying theory to their service-learning experiences. Yet, the task of applying theory is a central component of critical reflections within the social sciences in higher education and often causes anxiety among undergraduate students. Purpose: This article identifies a pedagogical model that helps students navigate the selection and application of theory to their service-learning experiences. Methodology/Approach: The pedagogical model is based on a case study of an upper-division anthropology service-learning course, which included survey and interview data to assess the model’s effectiveness. Findings/Conclusions: The findings indicate that a familiar framing analogy, combined with a specific set of scaffolded in-class activities that takes into consideration Perry’s scheme of learning, is useful for bridging the gap between understanding theory and selecting and applying a particular theory to service-learning projects. Such an approach helped relieve student anxiety and confusion surrounding theory application and service-learning. Implications: To grow as scholars, students must be able to match theory to real-world situations on their own. By combining a framing analogy with scaffolded activities, instructors can help students transition from memorizing theories to applying them to their service-learning.

Experiential learning – a systematic review and revision of Kolb’s model

“…In the studies examined in the present paper, problems were authentic, but also generally open-ended (Scogin, Kruger, Jekkals, & Steinfeldt, 2017), with a purposeful aim (Breunig, 2017), where there was a need for learners to be comfortable with ambiguity and uncertainty (Ricke, 2018).…”

Community Engagement in the Liberal Arts: How Service Hours and Reflections Influence Course Value

“…The positive relationship between reflections and the course’s pedagogical value is well documented (Barnes & Caprino, 2016; Eyler, 2002; Eyler & Giles, 1999; Gibson et al, 2011; Molee et al, 2011; Ricke, 2018). In addition, research indicates that there is a direct, positive relationship between reflections and civic engagement outcomes such as attitudes toward diversity, civic action, social equality, social responsibility, personal responsibility, and citizenship (Brown et al, 2016; Werder & Strand, 2011; Wium & Du Plessis, 2016).…”

“…Pedagogical effectiveness. The AACU's designation of service-learning as a high-impact practice was based on a growing body of research that indicates this pedagogical practice engages students in more robust learning experiences, builds collaborative and positive learning environments, and enhances their achievement of course learning goals (Kilgo et al, 2015;Levesque-Bristol et al, 2010;Ricke, 2018). Indeed, service-learning's pedagogical value is one of the most frequently cited benefits of incorporating community work into college curricula (Warren, 2012).…”

The Impact of A Service-Learning Project on Undergraduate Students’ Faith Development and Spiritual Formation: Outcomes of an Organization and Administrative Behavior Course

“…While personal growth and the development of critical thinking skills (Campbell & Oswald, 2018) may develop through the action of service learning, the individual experience may vary depending on the student and the specifics of the activity. Academic understanding and awareness of specified subject matter may occur, or students can have opportunities to apply theory (Ricke, 2018). In addition, there may be expectations that service-learning activities can result in a shift in attitude towards people groups, environments, and general society.…”