[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-599553-105":59,"doc-detail-599553-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","student-affairs-and-service-learning-promoting-student-engagement","Student Affairs and Service Learning - Promoting Student Engagement","","Discusses why service learning should be positioned within student affairs and what distinctive capabilities student affairs professionals contribute to program implementation. Explains how service learning connects community service with credit-bearing coursework through structured reflection, supporting both community service and student learning. Presents a best-practices rationale grounded in student development theories and learning assumptions, emphasizing active engagement across the curriculum-community service continuum.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/student-affairs-and-service-learning-promoting-student-engagement/599553/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/student-affairs-and-service-learning-promoting-student-engagement/599553.png","ImageObject",300,407,{"name":92,"@type":93},"jayni","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-21","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why should service learning be placed within student affairs?","Question",{"text":112,"@type":113},"Because student learning and engagement align with student affairs goals, and service learning offers opportunities for professionals to influence students’ lives while strengthening student affairs–academic affairs collaboration.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How is service learning defined in the article?",{"text":117,"@type":113},"As an educational experience or teaching method that links community service to credit-bearing course content, with structured reflection as a primary mechanism to ensure student learning.",{"name":119,"@type":110,"acceptedAnswer":120},"What learning outcomes does service learning support according to the text?",{"text":121,"@type":113},"Students enhance intellectual, social, and ethical development, accept civic responsibility, and build skills in leadership, moral decision making, and critical 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affairs?What special skills can studentaffairs professionals bring to service-learning program implementation?How canadministrators use this program to promote strong student affairs-academic affairscollaboration?This article discusses a \"best practices\"model that is working well at a regionalpublic institution  \nIn a recent national conference presentation,Knott(2005)traced the evolution ofstudent affairs through several discrete stages.These stages are(a)a responsibilityfor and a preoccupation with student discipline;(b)a focus on student services;(c)an emphasis on rising above the routine provision of services to address studentdevelopment;and (d)a new appreciation of the importance of learning andengagement.Knott's final stage sets the foundation for much of the student affairspractice and research that has emerged in the area of student learning and,morespecifically,service learning.Learning Reconsidered:A Campus-Wide Focus on the StudentExperience(American College Personnel Association/National Association ofStudent Personnel Administrators,2004)and Greater Expectations(Association ofAmerican Colleges and Universities,2002),two recent publications of nationalsignificance,affirm the importance of connecting the co-curriculum and thecurriculum to help achieve the so-called“seamless”learning environment.In thepurpose statement for Learning Reconsidered,the authors state that it is“an argumentfor the integrated use of all of higher education's resources in the education andpreparation of the whole student”(ACPA/NASPA,2004,p.3).Service learning isa strong mechanism useful in this important integration.  \nService Learning Defined  \nMost definitions of service learning refer to it as an educational experience or ateaching method that links community service to credit-bearing course content(Brindle &Hatcher,1995;Eyler &Giles,1999;Jacoby,1996).Further,definitionsemphasize the importance of structured reflection as the primary means to ensurestudent learning.According to Bowen (2005),service learning is a special form ofexperiential education that intertwines community service with classroominstruction,simultaneously engaging students in academic study and reflection.Ithas two complementary goals of service to the community and student learning.  \nStudent Affairs and Service Learning  \nHe further indicated that through service learning,students enhance theirintellectual,social,and ethical development as they pursue academic excellence,accept civic responsibility,and develop skills in leadership,moral decision making,and critical thinking.  \nService learning is congruent with the goals and foundations of student affairs and,as a functional area,can provide extraordinary opportunities for professionals tohelp influence students'lives.What makes it unique is its capacity not only tocontribute to student development along a variety of learning outcome dimensionsbut also to encourage active student engagement in academic life through thecurriculum-community service continuum.  \nThere are a number of basic assumptions about student learning that studentaffairs professionals return to consistently.Each of these assumptions links insome meaningful way to service learning.  \n1.Learning consists of both cognitive and affective components.Bothpsychosocial and cognitive-structural theories of student development can bespecifically related to service learning.Several of Chickering and Reisser's (1993)vectors of development,which are purported to contribute to the development ofstudent identity,are directly applicable.Developing competence,developingpurpose,and developing integrity are especially salient and useful in describingsome of the student affairs learning outcomes associated with service learning.  \nBaxter Magolda's(2001)theory of epistemological reflection provided anot","cbCaihJnp5EYuIvh","https://ap.wps.com/l/cbCaihJnp5EYuIvh","pdf",3639071,13,"English","# Student Affairs and Service Learning\n## Service Learning Defined\n## Student Affairs and Service Learning\n## Basic Assumptions About Student Learning","[{\"question\":\"Why should service learning be placed within student affairs?\",\"answer\":\"Because student learning and engagement align with student affairs goals, and service learning offers opportunities for professionals to influence students’ lives while strengthening student affairs–academic affairs collaboration.\"},{\"question\":\"How is service learning defined in the article?\",\"answer\":\"As an educational experience or teaching method that links community service to credit-bearing course content, with structured reflection as a primary mechanism to ensure student learning.\"},{\"question\":\"What learning outcomes does service learning support according to the text?\",\"answer\":\"Students enhance intellectual, social, and ethical development, accept civic responsibility, and build skills in leadership, moral decision making, and critical thinking.\"}]","Student Affairs and Service Learning - Promoting Student Engagement | PDF",1792088989,33]