Abstract
Service-learning is an educational experience that allows students meaningful interaction with older adults. Students in a gerontology course completed service-learning and recorded their experiences in weekly journals. This study explored student-reported reflections, which indicated cognitive, affective, and behavioral lessons. Future research should include the perspectives of faculty members, agencies, and older adults; long-term influences of service; and approaches to facilitating service-learning for hybrid and online courses.
Recommended Citation
Claver, Maria L.; Lares, Lisa A.; and Gelgur, Lauren
(2015)
"Student Reflections on Service‐Learning: Cognitive, Affective, and Behavioral Lessons,"
Journal of Community Engagement and Higher Education: Vol. 7:
Iss.
2, Article 2.
Available at:
https://scholars.indianastate.edu/jcehe/vol7/iss2/2
Included in
Civic and Community Engagement Commons, Community-Based Learning Commons, Community-Based Research Commons, Community Psychology Commons, Curriculum and Social Inquiry Commons, Scholarship of Teaching and Learning Commons, Service Learning Commons, Social and Philosophical Foundations of Education Commons, Social Policy Commons