A Collective Case Study of Collegiate Service-Learning Teaching Strategies

• In Event: Sheraton Roundtable Session Three
  In Roundtable Session: Connecting Communities Within and Beyond School Walls (Table 9)

Abstract

The instructional strategies that are used in undergraduate service-learning (SL) courses influence students’ learning and development. Many SL strategies have been recommended throughout the SL literature, but there is little data about whether or how undergraduate SL instructors enact those strategies in their classrooms. This collective case study followed 16 undergraduate SL courses across eight academic disciplines and four institutions of higher education. Course documents, in-depth interviews with instructors, and blended surveys demonstrated that instructors held narrow understandings of diversity, valued quality partnerships with the community, and rarely sought SL-related instructional advice from academic literature. Implications and future directions for SL research and practice are also explored.

Author

• Ashley K. Vaughan, Northern Arizona University
  Presenting Author