Learning Service-Learning: Utilizing Students’ Perspectives to Better Understand Effective Service-Learning Pedagogy.
Start Date
April 2024
Location
2nd floor - Library
Abstract
As an emerging field, the research surrounding service-learning primarily focuses on instructors’ perspectives or observational analysis; while this allows us to view one aspect of pedagogy, it neglects the effects the students themselves see. In my research student perspectives are used to gauge the impacts of service-learning courses as the primary affected population, students, perceive them. By collecting data from students in a self-reported poll which compares service-learning classes to traditional ones we may examine the ways in which students see service-learning on the axes of academic success, class engagement, and problem-solving skills, thus allowing us to view the way those most engaged with this system perceive its benefits. Furthermore, by examining the experiences of students engaged in multiple service-learning classrooms we can examine the commonalities between effective and ineffective practices.
Learning Service-Learning: Utilizing Students’ Perspectives to Better Understand Effective Service-Learning Pedagogy.
2nd floor - Library
As an emerging field, the research surrounding service-learning primarily focuses on instructors’ perspectives or observational analysis; while this allows us to view one aspect of pedagogy, it neglects the effects the students themselves see. In my research student perspectives are used to gauge the impacts of service-learning courses as the primary affected population, students, perceive them. By collecting data from students in a self-reported poll which compares service-learning classes to traditional ones we may examine the ways in which students see service-learning on the axes of academic success, class engagement, and problem-solving skills, thus allowing us to view the way those most engaged with this system perceive its benefits. Furthermore, by examining the experiences of students engaged in multiple service-learning classrooms we can examine the commonalities between effective and ineffective practices.
