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.
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.