Impact of Service-Learning Experiences on the Learning Goals of College Students

Abstract

This study examined how the experiences of college students in the Tzu Chi Humanities Camp (TCHC), a service-learning-oriented course component, influenced their learning goals regarding their staff functions to develop an incremental view of self. According to self theories, certain views of the self can influence learning outcomes. The research methods included case interviews and the analysis of reflection journals of four alumni. This study concludes that supportive engagement, harmonious relationships, and repeated practice contributed to a positive social climate, motivating the college students to achieve their learning goals and challenge their perceptions of the self.