Reflections On Service-Learning, Critical Thinking, And Cultural Competence

Abstract

In today’s increasingly multicultural society, students need to be prepared for the work world they will encounter. Well-developed critical thinking skills appear essential to needed cultural competence. With its focus on community involvement, deep reflection and civic engagement, the possibility that Service-Learning (SL) could improve students’ critical thinking abilities, and thus contribute to students’ intellectual development and cultural competence, was explored. The critical thinking abilities of a group of 4^th and 5^th year university students were measured before and after 12 weeks of community-based experiences. The 4^th year students were involved in an integrated SL course. The 5^th year students had completed the SL course the previous year. There was a significant difference between the two groups with the 5^th year students better able to think critically, particularly in deducing conclusions and evaluating arguments. Both quantitative and qualitative data from the two groups revealed a non-linear developmental trajectory of skills that provide insights for professionals in higher education.