Learning by Doing in a Graduate Course in Human Development and Family Studies - Service Learning Utilizing an Evaluation Project

Oct 15, 2026

Uploaded by awa

This paper shares a creative service-learning approach implemented in a Human Development and Family Studies graduate course. The work emphasizes needs assessment and program evaluation rather than the more typical social volunteerism model. It explains the theoretical foundation, course structure, and provides qualitative/evaluative data to show how higher-level learning can be promoted for future professionals. Key design challenges are identified and discussed, along with contextual requirements for reflection and structured assignments.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages6

Reading Time15 min

AccessFree to download

What is Service Learning?

History of Service Learning

Effects of Service Learning

16 “Learning by Doing” in a Graduate Course in Human Development and Family Studies: Service Learning Utilizing an Evaluation Project Karen Kopera-Frye & Jeanne Hilton University of Nevada, Reno The purpose of this paper is to share our experiences involving a creative approach to service learning that was implemented in a Human Development and Family Studies graduate course. In our departmental pursuit of evolving scholarship and promoting scholarly teaching and learning (Kopera-Frye, Hilton, & Cavote, 2003), this course represents an example of how one can promote higher-level learning among our future professionals. This service learning approach utilized in this particular course focuses on needs assessment and program evaluation, a direction not usually found in typical service learning projects that involve a social volunteerism approach. By discussing the theoretical basis for the project, course format, and providing some qualitative/evaluative data, we will contribute to the knowledge base on innovative ways to promote scholarly learning. Challengesand issues that need to be anticipated before designing this type of service learning experience will be highlighted. What is Service Learning? History of Service Learning As early tional as 1902, John Dewey spoke to the NaCouncil of Education and proposed that educational institutions broaden their roles to include community-building, an approach termed“education in the community” (Dewey, 1902) . In his speech entitled, “The school as a social cen- ter,” he suggests that the resources of the school be paired with the place of community as a source of citizenship education and community growth. Dewey’s approach called for teaching students tobe democratic, participatory, and interactive, forming the foundation for approaches such as service learning. This idea of learning beyond the walls of the classroom received further attention during the 1960s as various governmental, educational, and agency sponsored activities were developed for students, including service learning (e.g., internships with Congress, or agencies) . In the mid-1980s and 1990s, national groups such as the American Association of Higher Education (AAHE) and Campus Compact launched service learning initiatives (e.g., AAHE’s Service Learning Project) in institutions of higher education, thus promoting service learning across many institutions (AAHE, 2000; Gray, Ondaatje, & Zakaras, 1999; Kellogg Commission, 1999) . Between 1985 and 2004, Campus Compact, a leading training organization for service learning in the U.S., served 960 public and private two-and four-year colleges and universities and currently has 30 state-based campus offices. Evidence that service learning is an invaluable, growth-promoting experience for students has clearly emerged from the movement to support it as a powerful pedagogical tool. Service learning has been defined as a “structured learning experience that combines community service with preparation and reflection” (Connors,& Seifer, 1997, p. 9) . Further, Zlotkowski (2001), who has written extensively on the service learning approach, adds that the linkage of student learning with off-campus experiences naturally draws upon socially complex learning environments. The most direct benefit of this approach is that service learning allows the students to apply classroom information, concepts and content to “real world” situations, provides a reflective opportunity for the students, demonstrates caring for others and a strong sense of community, and identifies and meets community needs (Callister & Hobbins-Garbett, 2000; Connors & Seifer, 1997; Solomon Cohen & MiloneNuzzo, 2001; Whitbourne, Collins, & Skultety, 2001) . A further element of the service learning experience is that a structured assignment requires students to reflect (e.g., in a journal) or produce a product involving their experiences (e.g., a presentation or needs assessment) . This context

FAQs

What purpose does the paper serve in the graduate course context?

It documents experiences using a creative service-learning model in a Human Development and Family Studies graduate course and explains how it supports higher-level learning for future professionals.

How does the described service-learning approach differ from typical projects?

It focuses on needs assessment and program evaluation rather than a social volunteerism approach, grounding the work in evaluation and reflective learning.

What benefits does the paper report from service learning for students?

A study summarized in the text links service learning to personal outcomes, social outcomes such as reduced stereotypes, learning outcomes including critical thinking, and career development.

Oct 15, 2026

Uploaded by awa