Project Details

This publication focuses on the practice of using service-learning (connecting academic content with service in the community) in two courses at the University of Canterbury and its proven and potential positive effects on student engagement.

Methodology:

With qualitative and quantitative data collected in 2009 from 53 students as part of his PhD research, Lane used a systematic approach to examine students’ experiences with service-learning in the Geography and Management courses. Through an extensive method of collecting qualitative data from artefacts, interviews, and observations, Lane was able to capture the essence of students’ experiences and identify how service-learning in these courses affected them.

Team

UC

Billy O’Steen

University of Canterbury
UC

Lane Perry

University of Canterbury
UC

Pete Cammock

University of Canterbury
UC

Simon Kingham

University of Canterbury
UC

Eric Pawson

University of Canterbury
UC

Rob Stowell

University of Canterbury
UC

Dave Perry

University of Canterbury

Status

Completed

Funding

$0.00 (excl GST)

Key Findings

Considerations as a Student:
• Challenge yourself.
• Don’t pigeonhole yourself as a student and think it’s not for you.
• Go for it!

Considerations as an Instructor:
• It’s good to have a tutor or an assistant who can work alongside the students.
• Think about what you want to achieve with your course and make sure service-learning is an appropriate method.
• Provide clear expectations to students, other teachers involved, and community partners.
• Emphasize the process of reflection.
• Make sure the community partner has at least one person who is committed to maintaining the relationship with the students. 
• Provide opportunities to accelerate the group formation process through guidance and teambuilding activities.
• Ensure there is a clear outcome for the end-user in the form of a presentation or report.

Key Recommendations

Report

Engaging teachers and learners through service-learning

This publication focuses on the practice of using service-learning (connecting academic content with service in the community) in two courses at the University of Canterbury and its proven and potential positive effects on student engagement.

(PDF, 373 KB, 8-pages)

  • 14 April 2011
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