Reflections: A Journal of Community-Engaged Writing and Rhetoric Apr 2002 Open Access

Helping Undeclared Majors Chart a Course: Integrating Learning Community Models and Service-Learning

Gerri McNenny

Abstract

Examination of the Compass Learning Community shows that service-learning, when integrated into first-year learning communities, expands each student s ability to determine a college major in an informed manner. The combination of a first-year writing course linked with an academic course in career discovery provided students with a variety of opportunities for experiential learning about ways of understanding work as well as structured opportunities to reflect on their experiences. Students were enabled to think critically about their strengths, predispositions and values and to consider the implications of their self-discovery for college major and career choices. In the Compass program, service-learning provided the crucial experiential link in students critical assessment of their place in the college community and the community at large.

Journal
Reflections: A Journal of Community-Engaged Writing and Rhetoric
Published
2002-04-01
DOI
10.59236/rjv2i2pp58-71
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Topics
first-year composition writing pedagogy service learning assessment
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References (6)

  1. Astin (2000)
    How Service Learning Affects Students
  2. Bacon (2000)
    Service-Learning and Critical Consciousness
  3. Billig (2000)
    The Effects of Service Learning
    School Administrator
  4. Bystrom (1997)
    Getting It Together: Learning Communities
  5. Deans (2000)
    Writing Partnerships: Service-Learning in Composition
Show all 6 →
  1. Dewey (1964)
    Ethical Principles Underlying Education
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