Chapter 1: Enhancing Theory-Based Research on Service-Learning

The relationship between theory and research is critical to improving the knowledge base of service-learning. The nature of theory and how theory enhances the development of research projects are discussed. Psychological theories illustrate how theories from cognate areas can enhance research on service-learning, better inform teaching in general, and contribute to the knowledge base in disciplines.

The expansion of service-learning during that past decade is an important development in education for numerous reasons. First, service-learning is consistent with Boyer’s call for educators, educational institutions, and students to become more involved in communities in ways that are consistent with their educational goals and in ways that help communities (e.g., Boyer, 1994, 1996; Bringle, Games, & Malloy, 1999). The call for civic engagement is not only relevant to instruction, but also to the mission, policies, and strategic operations of institutions that command trust, possess huge assets (e.g., physical plants, payrolls, purchasing power), and are permanent members of communities (Bringle et al., 1999; Harkavy, 1996). Second, service-learning provides an example of a pedagogy' that consists of elements that are known to enhance depth of understanding in the learning process:

• Active learning;

• Frequent feedback from expert, students, or others (e.g., community practitioners) that is provided in non-threatening ways;

• Collaboration;

• Cognitive apprenticeship (i.e., a mentor with whom students can discuss and learn generalization of principles, transfer of knowledge between theory and practice, how to analyze perplexing circumstances); and

• Practical application in which students are involved in tasks that have real consequences but have a safety net for high stakes mistakes (Marchese, 1997).