Teaching Beyond Algorithms Through Active Service-Learning
This project examines service-learning as an active learning strategy that promotes engagement, critical thinking, and real-world application of knowledge beyond AI-generated solutions.
Presented by:
Judith Ruvuna, University of the Incarnate Word
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Transcript:
Key Words:
Active Learning, Service-Learning, Student Engagement
Abstract:
In the age of AI, students may rely on quick digital solutions to complete academic tasks, posing challenges for educators seeking deeper engagement and critical thinking. Intentionally designed service-learning moves beyond simple volunteer work by integrating academic goals, reflection, and community partnerships. As an active learning approach, it becomes a powerful teaching strategy that enhances engagement, fosters critical thinking, and enables students to apply knowledge in real-world contexts beyond algorithms. This project analyzes an ongoing service-learning course that connects classroom knowledge with real community needs through hands-on experiential learning.
Outcomes:
1. Understand how active learning strategies, such as service-learning, can improve student engagement, critical thinking, and confidence in applying knowledge beyond AI-assisted solutions.
2. Differentiate between community service and service-learning by identifying key elements such as academic integration, reflection, and community partnerships.
3. Recognize common challenges in implementing service-learning and explore strategies for aligning community projects with academic learning goals.
References:
Bringle, R. G., & Hatcher, J. A. (1996). Implementing Service Learning in Higher Education. The Journal of Higher Education, 67(2), 221-239, https://doi.org/10.1080/00221546.1996.11780257
Goldberg, L. R., McCormick, C., & Richburg, C. (2006). Active Learning Through Service-Learning. Communications Disorders Quarterly, 27(3), 131-145, https://doi.org/10.1177/15257401060270030201
Kiely, R. (2005). A Transformative Learning Model for Service-Learning: A Longitudinal Case Study. Michigan Journal of Community Service-Learning, 12(1), 5-22, http://hdl.handle.net/2027/spo.3239521.0012.101