Learning through Service Since the founding, in Bologna in 1088, of what we know as probably the first "university," the purpose of higher education has been examined, discussed, and debated. Diseminating knowledge, creating new knowledge, and developing cognitive, psychological, and moral aptitude in students, have all been listed as part of the multivaried charge of higher education. Another
... [Show full abstract] focus area that has, more recently, been considered as a necessary part of the liberal arts education is helping college students to understand and act upon their social and civic responsabilities [1]. Armed with data espousing the virtues of experiential learning, a growing movement has emerged to call more students into civic enagement [2]. The idea that institutions develop good citizens has gained worldwide popularity both inside and outside the academy. Universities throughout Europe, China, Australia, South Africa, as well as North and South America have woven civic goals into their curricula. From this movement, a teaching method called service-learning has emerged combining and integrating community service with academic study [3]. Through service-learning, students learn and apply course material, make an impact on community identified needs, and develop civic skills. Bringle and Hatcher describe service-learning with three critical components: 1) students engage in a credit bearing academic course with learning objectives; 2) as part of that course, students participate in an organized service activity that meets community-identified needs; and 3) during the course, students reflect on that service experience in such a way as to gain further understanding of the course content, a broader appreciation for the discipline, and an enhanced sense of civic responsibility [4]. Reflections on Reflection The process of reflection is a core component of service-learning. Practitioners and researchers alike have concluded that the most effective service-learning experiences are those that provide "structured opportunities" for learners to critically reflect upon their service experience [5]. These structured opportunities for reflection can enable learners to form, examine, and question their beliefs, values, assumptions, and practices related to an experience. Reflection promotes a deeper understanding of oneself and fosters meaning and significance to future actions [6]. It enables people working in groups or classes to learn from and about each other. When executed properly, good reflection exercises will help students make connections and help them understand where and how to engage with the civic world [5]. Perhaps most importantly, students can learn why what they are doing matters for their education and to the greater society. Service-learning, and its core component reflection, were born out of the experiential education theories advanced by John Dewey, Donald Shon, and David Kolb. These scholars outline the importance of combining individual experience, action, and engagement with reflective thinking to help develop greater understanding of the content being studied. Dewey theorizes that experience cannot be separated from education and that the two move together hand-in-hand. Dewey also connects theory to practice and by doing so makes a strong case for the power of action-based learning and its curricular reflection [7]. Shon explains how learning is not simply an individual endeavor— that learning could and should occur as a social activity while one is in the process of doing, succeeding, failing, and reflecting [8]. Kolb provides a scientific interpretation of the educative value of reflection. He illustrates the process of reflection what he calls the "Experiential Learning Cycle" (Figure 1). The process begins when students define What? is going on by citing the details of their experience. Students then answer the question So What?, or what does this experience mean to me, as an individual, or to my community. Finally, students think and discuss Now What?, or now that this experience has been acknowledged, what is required of me, my neighbors, and my community in terms of next steps, problem solving, or advancement. As students move to answer these questions regarding their service—the what, so what, and now what—they begin to form a more comprehensive, integrated cognitive discovery [9]. In short, they learn.