Does One Size Fit All? The Challenge of
Social Cognitive Development
Rick Sperling,
University of Texas, Austin

Vivian Ota Wang, Janice M. Kelly, and Beth Hritsuk
Arizona State University

A theoretical model is presented that proposes a mechanism through which service-learning can improve students’ attitudes toward a course. The model suggests that service-learning projects have an effect on students’ perception of the course material’s usefulness, and that higher perceived usefulness, along with higher perceived ease of subject, leads to more favorable attitudes toward the course and stronger intentions for future use of its material. In order to test the model, a longitudinal study involving undergraduate students enrolled in a business statistics course was conducted. The results of the study provided full support for the proposed model and suggested that students involved in service-learning projects experienced significantly higher increase in their perception of the course material’s usefulness relative to a comparison group, which resulted in improved attitudes toward the course and in stronger intentions for future use of the course material.

African American social thought has evolved to become pragmatic, urgent, and concerned with merging social theory and action. This study examines what may be considered unrecognized roots of servicelearning embedded in African American social thought and action. These roots, or precursors, to service- learning are part of a community service agenda using various educational procedures and social welfare initiatives to promote race pride and influence social change. The study argues that the agenda in this historical perspective, which incorporates service-learning ideals, although not specifically identified as such, is organized social action for community-building used by African American social activists, women’s groups, and educators interested in social justice and community empowerment.

Community-based research (CBR) is a recently popular model of community–higher education collaboration that combines various forms of action-oriented research with service-learning to support social action for social justice. This paper explores the theoretical strands being combined in CBR—charity service- learning, social justice service-learning, action research, and participatory research. Charity service- learning and action research combine to produce the dominant mainstream CBR model. Social justice service-learning and participatory research combine to produce the radical CBR model. The paper shows how these different models of CBR, based in different theories of society and different approaches to community work, may combine or conflict.

This paper describes the preliminary study of a service-learning program on a college campus that paired students and college service staff in learning partnerships and as researchers of the program. One-on-one informal learning, mutual and reciprocal participation, and community change are discussed as characteristics unique to this program. Three primary questions are answered: How does service within a college campus count as service-learning? How was the program community-shaping as well as personally enriching for students and staff? What place does participatory research have in service- learning projects?

This article describes the history of, rationale for, and implementation of a program to train peer facilitators in an undergraduate community service-learning program. Peer facilitation represents a more democratic community service learning pedagogy, as well as an efficient use of scarce educational resources. Special preparation and support for undergraduates adopting these roles of educational leadership requires attention to issues of substantive academic competence, personal awareness, understanding of and skills in small group dynamics, and the development of a supportive community. Examples of specific training designs and component activities are provided.

Last Updated May 29, 2003