Service Learning: A New Way for Academic Talent Development
Summary by Seon-Young Lee, Ph.D.

Service learning has been defined in many ways, but the core of its definition lies in connecting learning with community service. One frequently cited definition is based on the National and Community Service Act of 1990, proposed by the National Service Learning Cooperative, that views service learning as a method of learning through curriculum integration and actively participating in well-organized service activities in communities (Hinck & Brandell, 1999; Terry, 2000).

The origin of service learning has been attributed to John Dewey's (1938, 1956, 1962) understanding of community as a primary resource of educational opportunities and of learning as an interaction with one's environments. Dewey's conception of linking schools to real communities provided a starting point for service learning's marriage of school-based learning and hands-on learning activities outside of school. Another philosophical touch point for service learning comes from social action theory which encourages learners' active engagement in current societal issues (Wade & Saxe, 1996).

Service learning is often associated with both “community service” and “experiential learning” activities. However, researchers and educators assert that unlike community service, service learning is associated with academic studies and not estranged from traditional learning contexts (Chapin, 1998). Service learning is also different from general experiential learning due to its emphasis on community needs and connection with classroom learning (Hinck & Brandell, 1999). Furco (1996) asserts that, unlike experiential learning, service learning involves both learning and service activities, and benefits both the recipients of the service as well as the learners/service providers themselves.

Very little research has been conducted regarding the effects of service learning on gifted students' talent development. Generally, gifted students are not only academically precocious but also morally and ethically mature and sensitive. Researchers suggest that gifted students benefit from service learning because it provides them with challenging extended curricula which stimulate advanced critical thinking skills, higher level thinking processes, and problem-solving abilities (Lewis, 1996), and also enhance a self-directed independent learning ability (Sorenson & Francis, 1988). Benefits of service learning for gifted students either academically or socio-emotionally include: increased academic skills in relevant subjects (e.g., grammar, math, computer, art, public speaking, etc.); an enhanced sense of confidence, self-efficacy, perseverance, and responsibility; and new perspectives on political (e.g., governments), interpersonal (e.g., coworkers), or occupational (e.g., career goals) relationships (Terry, 2000).

The Civic Education Project (CEP) at the Center for Talent Development (CTD) was designed to help outstanding high school students develop civic responsibility and leadership abilities through a combination of traditional academic work, hands-on community service, and field experiences. Through a three-week residential summer program called the Civic Leadership Institute, students participate in various activities including discussions and debates based on their textbook readings and experiences in the field, and independent and/or small group activities which are designed to explore students' leadership, teamwork, and group problem-solving abilities. Students travel to diverse neighborhoods including Chicago and/or other metropolitan areas, tour significant cultural and historical sites, and visit civic organizations, schools, or newspapers. They also select a social issue in which they are particularly interested, such as world poverty, public health, youth violence, criminal justice, or school reform. These self-selected social issues are explored, with the help of instructors and TAs, in the twice-weekly Integrative Seminar Group. In addition, each week, students meet with outstanding guest speakers from various fields through the Evening Colloquia. These wide-ranging learning activities encourage students to contribute to local organizations via interactions with residents, clients, staff, and other gifted students in the program.

In order to examine how students perceived the effects of the program, CTD conducted a brief survey study including 41 students who had attended our Civic Leadership Institute for the first time in the summer of 2003. In the survey results, students reported that their experience with the Civic Leadership Institute was consistently positive. They also reported that each of the different program components contributed significantly to their overall learning experience. On the five-point likert scale (1 agree to 5 disagree), students generally agreed that their field experiences (M = 1.30, agree = 92.5%), Integrative Seminar (M = 1.59, agree = 85.4%), Evening Colloquia (M = 1.78, agree = 78.0%), and final class projects (M = 1.78, agree = 85.0%) contributed to enhance their academic experience. Students were also satisfied with their residential experience particularly on the campus space and facilities (M = 1.56, satisfied = 90.2%), and their relationships with residential staff (M = 1.41, satisfied = 90.2%), and felt satisfied that they developed a sense of community via interactions with other students and staff (M = 1.61, agree = 82.9%).

Open-ended statements made by the students reinforced their positive attitudes toward CEP as an academic program. The most valuable asset perceived by the students was associated with “hands-on” field experiences accompanying “rigorous” discussions (62.7%). Students' comments included that CEP courses exposed them to numerous new perspectives and situations of social issues and enabled them to build a comprehensive picture on diverse social concerns. Other positive comments were related to a variety of activities and their quality (22.0%), and other gifted students whom they met through the program (15.3%). Consequently, an overwhelming percentage of students (85.4%) expressed that they would take a subsequent, second-level CEP course if offered in the future.