| Chapter 1: | Introduction |
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The service-learning model (Delve et al., 1990) was a useful framework for the study; however, it is not research based. The service-learning model served only as a framework to describe and categorize the nature of experience which may be related to how motivation evolves and development occurs.
Summary
National studies and smaller studies have provided a map of service-learning and its impact on students in what Eyler (2000) called a “flyover” approach. This study examined the process that led to impact on students in a selected group who showed all of the indicators of hypothesized outcomes. The principle research question was to examine whether exposure to and immersion in a service-learning program in any way relate to cognitive development. Additionally, this study “mapped backward” to assess whether service itself had the impact or if some other factors such as family background, high school involvement, and religious involvement may have predisposed students to develop such a commitment to service. The service-learning model was used to assess if and how this group progressed experientially along a service-learning continuum. Given the data collected and the nature of this inquiry being a qualitative study, a general trend of progress, regression, or no movement along Perry’s scheme is offered the reader. This study will provide a pathway of progress with respect to commitment to service. The exemplars’ involvement in a service-learning program provided the cognitive challenge for which they were prepared based on the affective growth in their previous service experiences.
Chapter 2 will highlight the historical foundations of service-learning, as well as review findings on the impact of service-learning on college students’ development. In the second section of the chapter, cognitive development and motivation theories will be examined.