SERVICE LEARNING

The Role of Service Learning In Increasing International Awareness In Undergraduate Business Students

The Role of Service Learning In Increasing International Awareness In Undergraduate Business Students

Introduction

Service-learning (SL) is a relatively new pedagogical approach to facilitate student learning at the university level. In SL, students enrolled in an academic course provide a needed service to a community partner. Through guided reflection, students link classroom-based, theoretical knowledge with clinical applications. Students' active engagement in learning facilitates thinking critically, questioning assumptions, considering varying perspectives, and appreciating the civic purpose of their profession. This study describes three SL applications, in dysphagia, educational audiology, and augmentative and alternative communication. We explain the rationale for each, along with ways in which to measure the effects of SL on student learning.

Although it has been some time since Wendell Johnson first posed his famous three questions, they continue to serve as a valuable guide in thinking critically about an issue. These questions, What do we mean? How do we know? and Is it a difference that makes a difference? are particularly relevant when exploring the contribution of SL to teaching in the discipline of human communication and its disorders. This article focuses on the contribution, and potential contribution, of SL to teaching in three areas: dysphagia, educational audiology, and alternative and augmentative communication. However, we encourage readers to think creatively about how they can apply SL to the many areas within the field of communication sciences and disorders, as well as within other disciplines.

What Do We Mean By Service-learning?

Service-learning is defined as experiential (real-life) and reflective problem-based learning in which students enrolled in an academic course provide a needed service to a community partner. SL aims to develop the skills, sensitivities, and commitments necessary for effective citizenship in a democracy (Barber, 1994; Schwartzman, 2002; B. Stevens, 2001; Strong, Burton, & Bradley, 2004). Although the application of SL to academics is relatively new, researchers have discussed the importance of the link between higher education and society for some time (e.g., Boyer, 1987; Dewey, 1938; Sheffield, 2004). Inherent in students' effective citizenship is their empowerment to become agents of their own learning and to develop the skills for lifelong learning. Through active and thoughtful engagement in learning, students develop the ability to reflectively and critically question assumptions. In this way, students are able to understand the importance of moving beyond memorization, to make connections between what is learned in different settings, and to apply what they have learned. The four key components of SL are as follows:

Experiential education that enhances both student learning and teacher effectiveness by complementing and expanding available pedagogical approaches when it is appropriate to the course. Academic achievement and course objectives that are linked to community service and thus enrich both the community and the students and faculty. This is one way in which SL is considered distinct from volunteerism.

Ongoing and effective reflection, through which students understand the relevance and educational value of the community ...