Framework for implementing integrated service-learning

Abstract

This paper presents a pedagogical framework for implementing integrated service-learning. Its purpose is to provide a guide for the process integration of design and construction in a single service project and the vertical class integration of lower- and upper-class students into a collaborative project team. It comprises four phases and each phase consists of multiple tasks to be performed to develop and execute a project. The framework was created by synthesizing experiences and lessons gleaned from four service-learning projects conducted earlier and further revised through its application and evaluation. This paper features three service-learning projects conducted by applying the framework to demonstrate its application and evaluate its effectiveness. Three evaluation methods—a survey questionnaire, short essays, and post-project reflection—were used to evaluate the effectiveness. The results of the evaluations show that the framework is useful to develop and execute integrated service-learning projects and thereby helps students accomplish the targeted learning outcomes. More specifically, it can be effectively used to increase student learning in critical thinking, design development, construction techniques, management skills, teamwork, and leadership. The detailed documentation of the three projects presented herein is expected to serve educators who wish to apply the learning approach.

Keywords:

• Service-learning
• pedagogical framework
• process integration
• vertical class integration

Disclosure statement

No potential conflict of interest was reported by the authors.