Engaging the Graduate Student in Learning through Service-Learning: A Case Study
Faculty integration of service-learning into the classroom has proven an effective method of engagement within the undergraduate experience. This case study addresses a gap in the student-engagement literature with a discussion on the effectiveness of service-learning projects on class content-comprehension at the graduate level. A post service-learning experience graduate student focus group provided four findings that can help guide both novice and veteran faculty in implementing or enhancing service-learning within the graduate experience. Students noted service-learning aided course content-comprehension via practical application, the importance of organization/representative fit, the need for a follow up session, and gratitude toward adult-like treatment.
- Authors submitting articles to the Journal of Service-Learning in Higher Education are responsible for securing any permissions or licensing pertaining to the use of copyrighted materials and photographs/graphics. Authors of accepted articles assign the Journal of Service-Learning in Higher Education the right to edit, publish, and distribute their text on the Internet, to archive it, and make it permanently retrievable.
- Authors do retain their copyright, so articles may be reprinted after publication as long as the Journal of Service-Learning in Higher Education is acknowledged as the original site of publication. Articles that have already been published or are being considered for publication elsewhere are not eligible for publication in the Journal of Service-Learning in Higher Education, unless a cross-publishing arrangement has been previously negotiated.
- Opinions or points of view expressed in the publication are those of the authors and do not necessarily reflect the official position of the University of Louisiana System or institutions or organizations affiliated with the Journal of Service-Learning in Higher Education.