The Development of a Service-Learning Program for First-Year Students Based on the Hallmarks of High Quality Service-lea
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The Development of a Service-Learning Program for First-Year Students Based on the Hallmarks of High Quality Service-learning and Rigorous Program Evaluation Bradley H. Smith & James Gahagan & Samuel McQuillin & Benjamin Haywood & Caroline Pender Cole & Clay Bolton & Mary Katherine Wampler
Published online: 17 February 2011 # Springer Science+Business Media, LLC 2011
Abstract We describe six hallmarks of high quality service-learning and explain how these considerations guided the development of a Transitional Coaching Program (TCP) during the first three years of implementation. We have demonstrated that the TCP is acceptable, feasible, and sustainable. Improvements have been seen in the degree of impact on learning objectives, but statistically significant change has not yet been achieved. This project highlights the importance of looking beyond satisfaction and engaging in rigorous assessment of learning objectives and ongoing quality improvement through attention to best practices and evidence-based, continuous quality improvement. Key words Service-Learning . Evidence-based course development Service-learning is a teaching method whereby didactic learning in the classroom is enhanced through service to others in a structured process that guides reflection on the Bradley H. Smith Ph.D. is Associate Professor, Department of Psychology, University of South Carolina, with interests service-learning programs designed to help public school students improve their academic performance and behavior. James Gahagan Ed.D., is Associate Provost, University of South Carolina, where he is currently focusing on promoting community engagement and out-of-the-classroom learning. Samuel McQuillin M.A., is a graduate student in school psychology, and he is studying brief, school-based interventions such as the Transitional Coaching Program. Benjamin Haywood M.A., was an assistant to Dr. Gahagan during the study. Carolyn Ann Stirling Cole Ph.D. is currently in private practice specializing in family therapy. Clay Bolton M.Ed. is the former Director of Volunteer Services at the University of South Carolina. Mary Katherine Wampler B.A. participated in the project as a Magellan Scholar (an undergraduate research grant program) and is currently in medical school. B. H. Smith (*) Department of Psychology, Community/Clinical Graduate Training Program, University of South Carolina, Rm. 237d Barnwell College, 1512 Pendleton Ave., Columbia, SC 29208, USA e-mail: [email protected]
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Innov High Educ (2011) 36:317–329
service experience and promotes demonstration of the knowledge and skills acquired (Eyler et al. 1997; Kaye 2004). Faculty and staff members engaged in community service might overlook first-year students because they are perceived as immature or lacking in skills and experience. However, students who are enrolled in classes designed to promote a successful transition to college may have a unique perspective, motivation, and skill set to support others in transition. This paper describes a successful collaboration b
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