Free Article Review About Service Learning And The University Student:

Summary and Critique

Service Learning and the University Student: Summary and Critique
Summary
The article entitled “Service Learning and the University Student: Summary and Critique” written by Kronick (2007) presented the manner by which service learning, as well as experiential learning, apparently impact students who provide service. The author initially expounded on what service and experiential learning are, and incorporated experiences of colleagues who undertook service learning as a symbiotic approach to gaining knowledge. As emphasized, “service learning is the process of integrating active assistance in the community into the learning that is occurring in the classroom” . As asserted, the relevant facets that distinguish service learning from other instructional approaches is the need for reflection and journaling. Moreover, Kronick (2007) explored the working experiences of other practitioners, such as Kenneth and Mamie Clark, who were noted to have significantly contributed theoretical frameworks in social sciences to a legal case. In addition, the author enumerated a host of benefits that are expected to be gained by American university students who decide on participating in service learning endeavors.

Critique

One agrees with Kronick’s (2007) assertion that both community members and students benefit from students’ participation in service learning. The conceptual framework of service learning, which could have similar underpinnings with experiential learning, provide appropriate rationalization for the contention. By providing students with the opportunity to experience and become immersed in life, as seen from the perspectives of community members, these students realize how it is to live, feel, and experience life from their points of views. As such, poverty, illnesses, social problems, and other community-related concerns are not only learned from traditional instructional approaches (lectures or books); but more so, from experiencing how it is to be in the midst of poverty and social distress.
Concurrently, one affirms that service learning open the door for students to put themselves in the shoes of people they intend to serve: marginalized groups, children of poor families, the elders, disabled people, and others who require diverse kinds of assistance. The most worthy input that was shared by Kronick (2007) was the assertion that “by serving others we are also serving ourselves” (p. 296). Students get to realize that despite programs or policies that were pronounced to be designed to help or assist people below the poverty level, or those requiring social assistance, most often, these strategies are only good om written structure; but are never actually implemented. From there, the students who were given the opportunity to participate in service learning eventually develop a sense of social responsibility and accountability to do whatever they could; even in the simplest ways, to uplift other people’s welfare and ways of life.
Finally, seeing the inputs from the perspectives of community members, service learning significantly benefits them through the marked transformations accorded to the students who participated in service learning. As recipients of services, these members have been noted develop inclinations to help others and to extend the cycle of service learning to other groups. The information shared by the author could observed to be applicable in settings where service learning has been effectively integrated in academic curriculum: in social sciences modules or community service. To monitor the impact of these modules, service learners should document the changes and transformation that have resulted in local communities to affirm how service learning is more effective than traditional instructional approaches.

Reference

Kronick, R. (2007). Service Learning and the University Student. College Student Journal, 296-304.