Project-based Service-Learning in an Instructional Technology Graduate Program

Authors

William Brescia, University of Tennessee Health Science CenterFollow
Cristie Mullins, Northwestern UniversityFollow
Michael T. Miller, University of ArkansasFollow

Abstract

The study focused on the critical incidents that occurred to instructional design students when they were involved in project-based service-learning as part of a curriculum that lead to a master’s degree. The study provided an illustration that the workplace application of skills, knowledge, and understanding are enhanced through utilization. Students worked with local nonprofit agencies to provide instructional support ranging from needs assessments to delivery of course content. Results indicated that project-based service learning was an effective tool for promoting greater learning. The importance of learning through active participation and reflection was supported, and by extending learning beyond the classroom, students were able to apply their knowledge in ways that transformed their learning experience and fostered a sense of caring about others.

Creative Commons License

This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Recommended Citation

Brescia, William; Mullins, Cristie; and Miller, Michael T. (2009) "Project-based Service-Learning in an Instructional Technology Graduate Program," International Journal for the Scholarship of Teaching and Learning: Vol. 3: No. 2, Article 20.
Available at: https://doi.org/10.20429/ijsotl.2009.030220