More+learning+from+the+service+-+Toward+A+building-block+theory+of+service-learning

**More learning from the service: Toward a building-block theory of service-learning** Lane Perry, Coordinator of the Emerging Leaders Development Program; Ph.D. candidate, University of Canterbury [lane.perry@canterbury.ac.nz] Billy O'Steen, Senior Lecturer, University of Canterbury [billy.osteen@canterbury.ac.nz] Pete Cammock, Senior Lecturer, University of Canterbury [peter.cammock@canterbury.ac.nz]



**Keywords:** Building-block theory of service-learning, New Zealand, students, pedagogy, one-shot experience

**Track:** Theoretical or conceptual frameworks to advance research

**Format:** Research paper

**Date & time:** Thursday 3:20-4:30 **Location:** Wilson

**Summary:** This building-block theory is grounded in data collected and analyzed from a recent study of two different approaches to service-learning at a university in New Zealand. Approach-1 took place in a 200-level management course worth 15-points (3 credit hours in the US system) in the College of Business and Economics and used service-learning as an add-on opportunity for a group of 25 self-selected students. They attended the same lectures as their 100 classmates, but did a service project with community organizations in lieu of a written portfolio that was focused on personal research. Approach-2 occurred in a 300-level geography course worth 30-points (6 credit hours in the US system) in the College of Science and used service-learning as the only pedagogy for the 50 students. Students performed service in groups of five each with community organizations by using the content of the course to answer questions of interest to the organizations.

The findings revealed that while service-learning can be a powerful one-shot experience, its true value comes through a sustained, increasingly intensive process of providing students with opportunities to build on service-learning experiences. The investment in resources should be deliberately aligned with a sense of programming progression and not in a scattershot, all-or-nothing-approach. This progression is the building-block theory of service-learning.

The case must be made that not only is service-learning a valuable pedagogy for students’ learning, but if used in programmatic, or building-block ways, its value increases exponentially. Students’ experiences demonstrated that previous experiences with service-learning, which were nearly non-existent, had greater influence on engagement than the approach. This observation and core component of the building-block theory of service-learning clearly supports a holistic/logically-ordered model based on varied, more intensive service-learning approaches. This is of value if universities create conditions/practices that not only matter, but matter most for students.

**References:** Eyler, J., & Giles, D. E., Jr. (1999). //Where’s the learning in service-learning?// San Francisco: Jossey-Bass.

Giles, D. and Eyler, J. (1994). The theoretical roots of service-learning in John Dewey: Toward a theory of service-learning. //Michigan Journal of Community Service Learning//, //1//(1), 77-85.

<span style="color: #292526; font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Lange, E. (2004) Transformative and restorative learning: vita dialectic for sustainable societies. //Adult Education Quarterly,// //54//, 121–139.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Lincoln, Y., and Guba E. (1985). //Naturalistic Inquiry//. Beverley Hills, CA: Sage Publications.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">O’Steen, B., Perry, L., Pawson, E., Kingham, S., & Cammock, P. (2011). Engaging teachers and learners through service-learning. Chapter in //Ako Aotearoa Good Practice Publication Grants e-book//. Wellington, New Zealand: Ako Aotearoa.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Parker, E., Myers, N., Higgins, C., Oddsson T., Price, M., & Gould, T. (2009). More than experiential learning or volunteering: A case study of community service-learning within the Australian context. //Higher Education Research & Development//, //28//(6), 585-596.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Taniguchi, S., Freeman, P., & Richards, L. (2005). Attributes of meaningful learning experiences in an outdoor education program. //Journal of Adventure Education and Outdoor Learning, 5//(2), 131-144.

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