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Service Learning in a Helping Skills Course

Service-learning in higher education has been defined and practiced in a variety of ways. Most definitions emphasize two essential components: (1) a service experience based in the community and (2) student learning, which typically includes both applying what has been previously learned to the community setting and reflecting on the service experience to derive additional learning (Jacoby, 1996; Kuh, 2008; Stanton, Giles, & Cruz, 1999). Service-learning has been linked to improved student outcomes in academic achievement, civic engagement, and personal growth (Brownell & Swaner, 2010). Furthermore, students who participate in servicelearning activities are also more likely to experience high levels of academic challenge, opportunities for active and collaborative learning and student-faculty interaction, and a supportive campus environment (Kuh, 2008). This chapter will describe one service-learning assignment in detail to examine how service learning can function as a high-impact teaching practice in family science programs.

J. Dobbs-Oates (*)

Department of Human Development and Family Studies, Purdue University, West Lafayette, IN, USA

© The Author(s) 2017

T. Newman, A. Schmitt (eds.), Field-Based Learning in Family Life Education, DOI 10.1007/978-3-319-39874-7_17

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