Service-Learning Pedagogy: Benefits Of A Learning Community Approach

Abstract

Service-learning is, by nature, continuallyevolving. Seifer (1996) stressed the importance of partnerships betweencommunities and schools, and stated that reflection should facilitate theconnection between practice and theory, and lead to critical thinking. Beforethese reflective activities occur, however, much can be done to maximizestudent impacts and facilitate critical thinking. When students are included aspartners, within a learning community, they can experience significant professionaldevelopment through the mentoring and modeling of professional behaviors, byfaculty members. During a three month pilot, a team of junior-level,undergraduate nursing students joined together, in one such learning community,called “FOCUS”. The common agenda was to update evidence-based program materials,prepare for a federally-funded, five-year study, and to begin educating localfemales, regarding pregnancy and sexually transmitted infection (STI)strategies. This article reviews key impacts for the pilot team, and exploresstudent-identified outcomes, in reflection of their learning communityexperience.