Title

Positive Effects of Peer-Led Reflection on Undergraduates' Concept Integration and Synthesis During Service Learning

Authors

Monika Hudson, University of San FranciscoFollow
Keith O. Hunter, University of San FranciscoFollow

Document Type

Article

Publication Date

2014

Abstract

Service learning that features mutually constructed community-based service can enhance the understanding of a range of concepts (Butin, 2006). However, such service is often seen as “charity” as opposed to a dually constructed experience that is central to real learning (Howard, 2000; Tellis, 2011). This project was designed to determine whether the early interjection of peer-led reflections into an undergraduate course would result in students having gained a dual partnership perspective by mid-semester. Exploratory results suggest that peer-led reflections may have both increased student understanding of service learning and contributed to the quantity and quality of theoretical course concepts cited.

Comments

This article was published by ISETL under Creative Commons Attribution-NoDerivs 3.0 Unported License: http://creativecommons.org/licenses/by-nd/3.0/legalcode

Article available at: http://www.isetl.org/ijtlhe/current.cfm

Recommended Citation

Hudson, Monika; Hunter, Keith O. Positive Effects of Peer-Led Reflection on Undergraduates' Concept Integration and Synthesis During Service Learning. International Journal of Teaching & Learning in Higher Education, 2014, Vol. 26 Issue 1, p12-25.