Service Learning In Higher Education

Higher education institutions implement, support, and maintain service learning as it fosters civic and social responsibility, develops empathy and multicultural understanding, and maintains traditional academic goals of critical thinking (Butin, 2006; Kezar & Rhoads, 2001). Often these components are part of the institution’s mission statement which provides an array of hands-on learning opportunities. Service learning is an example of an instructional method that supports hands-on learning.

Service learning is an experience that places students in a community-based educational setting that is connected to learning outcomes within a course (Bringle & Hatcher, 2000; O’Byrne, 2001). It requires the application of reflective and critical thinking

Service learning provides the ability for participants to interact with professionals and apply their knowledge to real life experiences (Canada, 2001). There is also the opportunity to participate in “realistic communication with a real audience” (Canada, 2001, p. 49). Service learning has influenced pre-service teachers’ attitude toward cultural differences and demonstrated enhanced cognitive understanding of multiculturalism (Keen& Hall, 2009; Kezar & Rhoads,

They are uncomfortable with the autonomy it provides, which they find stressful because of low self-efficacy or limited support when participating in service learning (Bandura, 2009; You & Rud, 2010). The autonomy may also generate feelings of being disconnected to the higher education institution (Bringle & Hatcher, 1996) because of the lack of faculty supervision on site. Pre-service teachers can find it emotionally challenging as they experience “people’s needs and situations” that they have not previously encountered (You & Rud, 2010, p. 38). They may lack the ability to work collegially, acquire and utilize new skills, and effectively communicate which can also make service learning a challenge (Jenkins & Sheehey, 2011). Service learning not only provides the opportunity to work collegially, but to also work with community agencies. The term social injustice has several different definitions. Miller (1999) defines social injustice as the disadvantages that are distributed to individuals within society (Miller, 1999), while Reisch (2002) prefers the term distributive justice instead of social injustice. Reisch (2002) states that distributive justice