Service-learning and mentoring: effective pedagogical strategies

College Student Journal, Dec, 2004 by Carole V. Wells, Christy Grabert

Educational experiences need to (1.) increase student activities inside and outside the classroom; (2.) promote knowledge acquisition and educational performance; (3.) increase group-based and cooperative learning; and, (4.) assist students in developing solutions to real-world, complex problems. To address these issues, this research blended mentoring and service-learning as an active pedagogical strategy to foster civic responsibility, build teamwork and leadership skills, and increase citizenship behaviors among upper level and first-year students.

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Service-learning offers effective pedagogical strategies and enhances student development through active learning and participation, engagement in the community, critical thinking, and information on real-life conflictual situations. In addition, integrating service-learning with in-class educational experiences has been shown to enhance student involvement, interpersonal skills, and personal reflection, increase self-confidence and a sense of civic responsibility, and promote moral development (Bringle & Hatcher, 2002; Piliavin, 2003; Pratt, 2002; Waldstein & Reiher, 2001).

Service-learning researchers report the successful integration of service-learning activities into the course content of a variety of disciplines including occupational therapy, social work, medicine, communication, gerontology, and physical education (Blieszner & Artale, 2001; Dreuth & Dreuth-Fewell, 2002; Kendall, 1991; Keyton, 2001; Moorman & Arellano-Unruh, 2002; Waskiewicz, 2001). In addition, a considerable amount of research suggests that courses in psychology also afford students ample opportunities to integrate service learning into course content (Bringle & Duffy, 1998; Chapdelaine & Chapman, 1999; Dunlap, 1998; Kretchmar, 2001; Pezdek, 2002; Raupp & Cohen, 1992; Reeb, Sammon, & Isackson, 1999; Wells, in press).

Mentoring, as well, is a structured educational strategy for enhancing student development and academic achievement. In particular, published research reports positive outcomes associated with the mentoring of primary and secondary school children (Dondero, 1997; DuBois, Holloway, Valentine, & Cooper, 2002; Hicks, 2000; Hicks & Hofmann, 2000; King, Vidourek, Davis, & McClellan, 2002). On the other hand, there is a paucity of research on mentoring programs at the college and university levels (Bettencourt, Bol, & Fraser, 1994; Reeves, 1997; Wilson, 1994).

Bettencourt, Bol, and Fraser (1994), for example, conducted a survey among 130 psychology graduate chairpersons and found that only 6% had formal mentoring programs. Incidentally, the authors conclude that survey results reported advantages of mentoring relationships between graduate and undergraduate students. Reeves (1997) also notes the lack of empirical evidence on formal mentoring experiences.

Therefore, in an effort to assess the effectiveness of combining service learning and mentoring, students in an upper-level class worked with students from an introductory psychology class to develop and implement service-learning activities. Team building, effective conflict resolution strategies and leadership behaviors, the value of community involvement, and improved student retention were the primary goals of this research.

Course Descriptions

Conflict and Conflict Resolution is an upper-level psychology course offered to students from all disciplines (e.g., criminal justice, sociology, social work, anthropology, business, and communication). It is designed to stimulate discussion on the skills needed to identify and understand sources of conflict, the process and patterns of conflict and conflict resolution in interpersonal, group, and organizational settings, and the barriers to change in conflictual relations.

General Psychology, on the other hand, is a general education course taken primarily by first-semester students. Goals for this class include: (1) develop an understanding of the major psychological approaches involved in the study of behavior; (2) improve listening and critical thinking skills; (3) enhance personal development through increased self-awareness and acceptance, tolerance of individual differences, and awareness of personal and environmental factors affecting behavior, cognition, emotions, and development; (4) promote interest in working effectively with others; and, (5) develop an appreciation for problems in complex, real-world settings.

Joint Service-Learning Activities

Students in both classes chose either service-learning activities or wrote a 10- to 15-page book review on a self-help or conflict resolution book. Prior to the beginning of the semester, seven service-learning sites were identified. These included the Students and Mentors Achieving Results Together Program (S.M.A.R.T.), the Big Brothers Big Sisters Club of Unmatched Littles Program (C.O.U.L.), America Reads, a Lutheran elderly care facility, an emergency shelter, a middle school reading program, and a local prison.

Students in the General Psychology class selected one of these sites based on their interests; and two to three students from the Conflict and Conflict Resolution class were assigned as mentors for each service project. All students were expected to complete 20 hours of service and to individually reflect on their experiences through classroom discussions, completion of a reflection log, and submission of a final paper. Students in the Conflict and Conflict Resolution class were not only participating in service learning, but also developing and enhancing their leadership and team-building skills as they interacted with first-year students and the community agency.