|  e-ISSN: 2147-5156

Original article | Turkish Journal of Teacher Education 2014, Vol. 3(2) 99-106

Guiding Principles for Conducting Service-Learning Projects

Eric J Russell, Jon H. Westover, Colleen Bye, Anne Arendt, Larry L. Carter

pp. 99 - 106   |  Manu. Number: tujted.2014.008

Published online: December 31, 2014  |   Number of Views: 13  |  Number of Download: 558


Abstract

Service learning is a desired, expected or integral part of teaching and yet guiding principles for conducting service learning projects in a generalized approach seem limited.  For this paper, we have expanded and modified Sigmon’s (1979) four R’s of service-learning (respect, reciprocity, relevance, and reflection) to include the following six categories, each encompassing different core principles of the “how” of doing service-learning effectively, more similar to Malone’s (2010) five R’s (relationships, rigor, reciprocity, reflection, and real life).  These six R’s include roles, relevance, reciprocity, reflection, risk management, and reporting.  While the first four of our R’s largely overlap with both Sigmon’s and Malone’s configurations, here we put forth the importance of two new and unique R’s that must be carefully considered when utilizing service-learning as an effective course pedagogy, namely risk management and reporting. 

Keywords: Service learning, higher education, community service, engaged learning


How to Cite this Article?

APA 6th edition
Russell, E.J., Westover, J.H., Bye, C., Arendt, A. & Carter, L.L. (2014). Guiding Principles for Conducting Service-Learning Projects. Turkish Journal of Teacher Education, 3(2), 99-106.

Harvard
Russell, E., Westover, J., Bye, C., Arendt, A. and Carter, L. (2014). Guiding Principles for Conducting Service-Learning Projects. Turkish Journal of Teacher Education, 3(2), pp. 99-106.

Chicago 16th edition
Russell, Eric J, Jon H. Westover, Colleen Bye, Anne Arendt and Larry L. Carter (2014). "Guiding Principles for Conducting Service-Learning Projects". Turkish Journal of Teacher Education 3 (2):99-106.

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