Experiential Service-Learning

Today's child life specialist students are interested in opportunities to get involved in the global community and apply what they are learning in a cross-cultural context to support their future careers working with diverse children and families. Experiential service-learning is a model that combines classroom learning and active learning, engaging learners in an experience that they then reflect on to learn (Felicia, 2011). To differentiate from other experiential learning experiences (e.g., internships, volunteerism, field experiences), "'service-learning' occurs when there is a balance between learning goals and service outcomes," producing reciprocal benefits to the local community (Furco, 1996).

Within the CAPES experiential service-learning context, this might include student learners listening to the desires of a children’s hospital to enhance child-friendly healthcare, and under the supervision of a Certified Child Life Specialist, creating a sustainable project to support the hospital in advancing their goals. For example, developing a siblings support program, incorporating art into a treatment room, or creating preparation books alongside the local clinicians.

Since not all experiences lead to knowledge, Kolb (1984) suggested that any experiential learning experience should include four stages to promote meaningful learning, as follows:

Concrete Experience

The learner is actively involved in the experience.

Reflective observation

The learner reflects on the experience.

Abstract conceptualization

The learner uses analytic skills to conceptualize and better understand the experience.

Active Experimentation

The learner possesses the skills necessary to use the experience as a springboard to test new ideas (Starting Point, 2018).

In the CAPES experiential service-learning program, teams of learners work alongside a Certified Child Life Specialist and local and front-line professionals to develop realistic goals, objectives, assessments, evaluation tools, and design activities for learning. In this win-win situation, learners become familiar with course content in a meaningful way, while the community benefits sustainably through culturally responsive engagement and service. In short, experiential learning with CAPES combines social learning, active learning, and problem-based learning to provide child life student learners with a deeper understanding of course concepts and their potential applications within a cross-cultural and international context for a transformative learning experience.

References

Felicia, P. (2011). Handbook of Research on Improving Learning and Motivation.

Furco, S. (1996). Service-learning: A balanced approach to experiential education.

Kolb, D.A. (1984). Experiential learning: Experience as the source of learning and development.

Starting Point. (2018). What is service-learning?