Where's the Learning in Service-Learning?

By Jill Anthony. 2001

1,029 citations recorded by the source corpus.

Subfields: Education, General Agricultural and Biological Sciences

View Paper: https://www.semanticscholar.org/paper/33e4018c53aeff2db2f4c92583933164f18b0665

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In Education

In General Agricultural and Biological Sciences

Citations in the corpus

The Power of Experiential Education. (2009, background): “Experiential education also identifies the practices necessary for achieving these outcomes, particularly the use of structured reflection to help students link experience with theory and, thereby, deepen their understanding and ability to use what they know.”
Integrating problem- and project-based learning opportunities: assessing outcomes of a field course in environment and sustainability (2018, background): “Notwithstanding these concerns, SL is gaining momentum as a teaching strategy because it engages students in real-world applications (Eyler and Giles 1999; Bowen 2010), integrates theory and practice (Perkins, Kidd, and Smith 2006; Roberts 2016), and promotes interdisciplinary approaches to…”
Designing Effective Reflection: What Matters to Service-Learning?. (2004, background): “To date, far too little is known about what works best, what works best for whom, and which components of service-learning course design and implementation result in particular student learning outcomes (Eyler & Giles, 1999).”
Educational Experiences Associated With International Students’ Learning, Development, and Positive Perceptions of Campus Climate (2012, background): “Multicampus studies have demonstrated that service learning courses (Eyler & Giles, 1999) as well as sustained cocurricular service learning (Keen & Hall, 2008) contribute to greater levels of social responsibility and civic behavior (Hurtado, 2007).”
Evaluating Cognitive Outcomes of Service Learning in Higher Education: A Meta-Analysis (2007, background): “…learning as a legitimate pedagogical approach for learning at the college level because they remain skeptical about the impact of service learning on traditional academic outcomes of cognitive and intellectual learning (Eyler & Giles, 1999; Markus, Howard, & King, 1993; Steinke & Buresh, 2002).”
Service Learning as a Pedagogy of Whiteness (2012, background): “Eyler and Giles (1999) observe that service learning courses and their professors are among the most popular on campuses. Such popularity can lead to the potential downside of less reflection, not more. Dewey (1933) theorized that reflection is sparked by a “problem” and popularity rarely leads to “”
Generating, Deepening, and Documenting Learning: The Power of Critical Reflection in Applied Learning (2009, methodology): “…process is generally less time-consuming, for both students and instructors, than the interview, focus group, or portfolio methods often used (Eyler & Giles, 1999; Gelmon, Holland, Driscoll, Spring, & Kerrigan, 2001) and requires more intentional integration of assessment with the teaching…”
The Articulated Learning: An Approach to Guided Reflection and Assessment (2004, methodology): “Eyler and Giles (1999) have found in their research that the more rigorous the reflection in service-learning, the better the learning out- comes.”