Instituting principles of best practice for service‐learning in the communication curriculum

Abstract

In this article, we explicate the use of principles of best practice in the design and implementation of a service-learning course. Using 11 principles adapted from the National Society for Experiential Education, we describe a service-learning course that we conducted on communication training and development. We explain how we modified and incorporated these principles to guide our service-learning project. Finally, we offer evidence gathered from project members that underscores the benefits and challenges of using these principles of best practice in the communication curriculum.

Community Partners' Assessment of Service Learning in an Interpersonal and Small Group Communication Course

“…According to Gibson, Kostecki, and Lucas (2001), the communication discipline and service learning form a "natural partnership" that offers possibilities for students to apply their communication skills and practices in real-world contexts, typically for nonprofit organizations (p. 188). As a result, Novek (2009) argues that service learning is rapidly proliferating in virtually all communication classes.…”

Undergraduate political communication in action: volunteer experiences in a situated learning course

“…Classrooms are often thought of as places far removed from real, immediate, and relevant concerns of students (Katula & Threnhauser, 1999). By providing students with the experiential opportunities, higher education is closing the gap between curriculum content traditionally taught in the classroom with needs from society for certain competencies in workers and citizens (Gibson, Kostecki, & Lucas, 2001). In order to train these citizens, education must be grounded in experience (Katula & Threnhauser, 1999).…”

Service, Ethnography, and the “Leap of Faith”: A Spiritan Catholic Perspective on Service Learning

“…There still remained, however, the question of how to establish rapport and trust and build working relationships within the communities. This is a major concern because service-learning projects often falter along intercultural boundaries (Gibson et al, 2001;Morreale & Droge, 1998). For instance, Gibson and colleagues (2001) cited the concerns expressed by community partners in their project.…”

“…Research on service learning suggests students are more likely to volunteer in the future, "make greater increases in moral reasoning and critical thinking, are more tolerant, perform better academically…and take greater interest in civic responsibility" (Keyton, 2001, p. 207). Gibson, Kostecki, and Lucas (2001) evaluated their service-learning course for best practices in service learning articulated by the National Association for Experiential Education. These best practices principles included "intention, authenticity, planning, clarity, orientation, training and mentoring, monitoring and assessment, continuous improvement, reflection, evaluation, and acknowledgment" (p. 188).…”