Purpose

Service-learning (SL) is a widely accepted pedagogy that can enrich the learning experience for students in higher education while they apply their skills in a meaningful community service. This research is part of a larger project that aimed to motivate educational achievement among youths living in a priority neighborhood through SL. Toward this goal, this study investigated the impact of SL on the college students from a college information technology programmer-analyst (ITPA) program, who were deployed as role models to youths in a priority neighborhood on the east coast of Canada.

Design/methodology/approach

The overall project used the design-based methodology. Seven college students were deployed in two phases to a community center as role models for the delivery of science, technology, engineering, art and mathematics (or STEAM) programs to youths living in a priority neighborhood. Data were collected using open-ended survey, journal entries and focus groups and was qualitatively analyzed by drawing on two frameworks: the experiential-learning framework by Kolb (1984) and the conceptual SL framework by Ash and Clayton (2009).

Findings

The findings describe the outcome of the college students' experiences in SL with respect to the development of skills and capacities needed by employers. Specifically, their experiences mirrored all aspects of the two frameworks applied. Therefore, the study validates the use of SL pedagogy in higher education. In addition, the study identified the role of SL as an integration strategy for international students. While the research contributes to the wider SL conversation for policymakers, faculty and administrators of higher education, it also promotes development opportunities for college students.

Originality/value

The integration of SL pedagogy is widespread among programs in higher education. However, there are no common SL frameworks used in literature. The study is novel in that it combines two theoretical frameworks – Kolb (1984) and Ash and Clayton (2009) in explaining the outcomes. In addition, it uses two high-impact educational practices – SL and role modeling to improve educational attainment for college students.

中文翻译：

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探索大学生榜样在服务学习教育学中的应用

目的

服务学习（SL）是一种被广泛接受的教学法，可以丰富高等教育学生的学习体验，同时将他们的技能应用于有意义的社区服务。这项研究是一个更大项目的一部分，该项目旨在通过 SL 激励居住在优先社区的青少年取得教育成就。为了实现这一目标，本研究调查了 SL 对大学信息技术程序员分析师 (ITPA) 项目的大学生的影响，这些学生被部署为加拿大东海岸优先社区的年轻人的榜样。

设计/方法论/途径

整个项目采用了基于设计的方法。七名大学生分两个阶段被部署到社区中心，作为向居住在优先社区的年轻人提供科学、技术、工程、艺术和数学（或 STEAM）课程的榜样。使用开放式调查、日记条目和焦点小组收集数据，并利用两个框架进行定性分析：Kolb (1984) 的体验式学习框架和 Ash 和 Clayton (2009) 的概念 SL 框架。

发现

研究结果描述了大学生在 SL 中的经历对于雇主所需技能和能力发展的影响。具体来说，他们的经验反映了所应用的两个框架的各个方面。因此，该研究验证了 SL 教学法在高等教育中的应用。此外，该研究还确定了 SL 作为国际学生融入策略的作用。该研究不仅有助于高等教育政策制定者、教师和管理者进行更广泛的 SL 对话，而且还促进了大学生的发展机会。

原创性/价值

SL 教学法的整合在高等教育项目中广泛存在。然而，文献中并没有使用通用的 SL 框架。这项研究的新颖之处在于它结合了两个理论框架——Kolb（1984）和 Ash 和 Clayton（2009）来解释结果。此外，它还使用两种高影响力的教育实践——SL和角色建模来提高大学生的教育程度。