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Article Excerpt
Abstract
Service-learning can play a critical role in the professional development of college students majoring in the social sciences. Moreover, it can strengthen relationships between college campuses and communities. We describe the results of the evaluation of a service-learning project designed to facilitate delinquency prevention and to promote resiliency in at-risk youth in our community. The involvement of undergraduate and graduate students has proven instrumental to the overall success of the program.
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Background
Fostering a spirit of academic curiosity and inquiry is the ultimate goal and continuing challenge for instructors in higher education. Service-learning is an exciting approach that has received widespread recognition as an effective method for curriculum enhancement (Shastri, 2000; Zukergood & Lucy-Allen, 2000). As defined by the National and Community Service Trust Act of 1993, service-learning is a method of learning whereby students learn and develop through active participation in thoughtfully organized service. Specifically, this involves service that is conducted in and meets the needs of communities; that is coordinated with an elementary school, secondary school, or institution of higher learning; that helps foster civic responsibility, and is integrated into and enhances the academic curriculum of the students. It provides a ready complement to instruction based on Kolb's (1984) model of learning, which asserts that there are four stages in the learning process: concrete experience, reflective observation, abstract conceptualization, and active experimentation. Service-learning can facilitate development in all four stages by providing direct opportunities to apply information learned in the classroom, while simultaneously benefiting those in the community. Students are typically very enthusiastic about experiential learning and demonstrate the highest information retention from such projects. (Cohen & Kinsey, 1994; Eyler & Giles, 1994; Sax & Astin, 1997)
We have implemented service-learning opportunities at Southern Illinois University Carbondale in the Department of Psychology for many years, offering undergraduate course credit for preprofessional practicum. This involves directed experience in the human services on a volunteer basis. A special section of this pre-professional practicum course was created for those interested in participating in a juvenile mentoring program designed for youth considered at risk for delinquency. The mentoring program is co-sponsored by the Department of Psychology and the City of Carbondale Police Department. We are pleased to share the development, implementation and evaluation of this program with those interested in developing similar initiatives.
Mentoring as a Form of Service Learning
Mentoring...
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