In Activity 1, you reviewed one principle of service-learning, that both the
student and the community should be equal beneficiaries of any service activity.
In this activity, you will analyze a second principle: how participation in
service-learning improves academic performance, develops social and civic
awareness, and provides gains in personal development.
Principle Two - Participation in service-learning should improve academic
performance, develop social and civic awareness, and provide gains in personal
development.
Results from recent research show that through participation in service-learning,
students experience positive outcomes in academic performance, social development,
and life skills.
Study the Research Results and Taxonomy of Student Outcomes Chart below:
Research has identified the following specific results:
- Improved Academic Performance
- Higher Grades (National Evaluation of Learn and Save America School and Community-Based Programs,
Interim Report, 1997)
- Better Academic Performance for At-Risk and Disabled Youth (Shumer, 1994; Brill, 1994)
- Gains in Knowledge Related to the Service Project (Silcox, 1993; Dewsbury-White, 1993)
- Academic Engagement (Final Report: National Evaluation of Serve-America, 1995; National Evaluation
of Learn and Serve America School and Community Based Programs, Interim Report, 1997; Brill, 1994; Luchs, 1980)
- Gains in Social and Civic Development
- Social and Personal Responsibility (Final Report: National Evaluation of Serve-America, 1995; National
Evaluation of Learn and Serve America School and Community Based Programs, Interim Report, 1997; Silcox, 1993)
- Intent to Serve in the Future
- Increased Acceptance of Cultural and Other Types of Diversity
- Moral Reasoning
- Gains in Personal Development
- Self-Esteem (Sager, 1978; Krug, 1991; Waterman, 1993)
- Identity Formation (Yates, 1995)
(From the report, RESEARCH ON SERVICE-LEARNING IN TEACHER
EDUCATION, by Sue Root, at the American Association of Colleges for Teacher Education
Annual Meeting, February 26, 1998)
The following is a Taxonomy of Student Outcomes Chart:
| TYPES OF OUTCOMES |
| COGNITIVE |
AFFECTIVE |
Subject Matter knowledge
Academic ability
Critical Thinking ability
Basic Learning skills
Special aptitudes
Academic achievement |
Values
Interests
Self-concept
Attitudes
Beliefs
Satisfaction with .....
Leadership and/or citizenship
Interpersonal relations |
(From ASSESSMENT FOR EXCELLENCE, by A. Astin, MacMillan, 1991)
Entry #6:
In your Journal, discuss the following questions:
- What are your preliminary thoughts on the promise of connecting service-learning to
the academic curriculum in a classroom?
- What are your preliminary thoughts on how service-learning can/will affect various cognitive
or affective student outcomes? Select at least two types of outcomes and discuss how participation
in service-learning should impact them.
- Analyze this example of a service-learning project in a primary grade and then respond to the
questions that follow:
Third grade students write letters sharing what they have learned about dinasaurs to a sailor aboard
the USS Nimitz. He will visit the class when he returns.
- Is there equal emphasis on both the academic goals and the service ("community" here defined as
the serviceman receiving the letters)? Explain.
- Does this service meet the needs of the community? Why or why not?
- In what ways do you believe this project might meet the academic needs of the students?
- Watch Video Clip #1, Integrated Learning, and respond to these questions:
- Compare the Service component in Video Clip #1 to the third grade example above.
- Answer questions 3a, 3b and 3c regarding the project discussed in Video Clip #1.
E-mail this journal entry to your instructor as an attachment.
Prev