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ABSTRACT
In today's increasingly multicultural society, students need to be prepared for the work world they will encounter. Well-developed critical thinking skills appear essential to needed cultural competence. With its focus on community involvement, deep reflection and civic engagement, the possibility that Service-Learning (SL) could improve students' critical thinking abilities, and thus contribute to students' intellectual development and cultural competence, was explored. The critical thinking abilities of a group of 4th and 5th year university students were measured before and after 12 weeks of community-based experiences. The 4th year students were involved in an integrated SL course. The 5th year students had completed the SL course the previous year. There was a significant difference between the two groups with the 5th year students better able to think critically, particularly in deducing conclusions and evaluating arguments. Both quantitative and qualitative data from the two groups revealed a non-linear developmental trajectory of skills that provide insights for professionals in higher education.
Keywords: Service-learning, reflective practice, teaching, critical thinking, cultural competence
INTRODUCTION
Service-Learning (SL) is an increasingly accepted tool that can provide culturally-relevant teaching and deep, experiential learning (Clayton & Ash, 2004; Gelmon, 2007; Litke, 2002; Settle & Smith, 2008; Zinger & Sinclair, 2008). It has been effective in exposing students to diversity and positively changing prejudices (Boyte, 2006; Cornell-Swanson, 2006; Escalera, 2006; Huston, 2006). The SL approach integrates academic content, community partnership, and civic engagement (Goldberg, McCormick Richburg, & Wood, 2006; Goldberg, 2007). The civic engagement is designed to increase students' understanding of the environmental, sociological, and political contexts of issues and theories addressed in the classroom. It helps sustain a high level of curiosity and enthusiasm as students encounter new, often challenging, ideas. It encourages students to see their own intellectual work as valuable. It is predicated upon their attitudes and values, knowledge, habits, and political behavior. It also is influenced by the clarity and intention of course instructors.
The effects of SL can be difficult to measure (Litke, 2002). However, when implemented effectively, SL may assist in counteracting the skepticism many people, including students, express about the approach of higher education to learning, to recognizing and valuing diversity, and to preparing students for the global workforce (Clydesdale, 2009; Kirsch, Braun, & Yamamoto, 2007;...