%0 Journal Article
%T Facilitating Course Connections and Transitions to Project Closure in Service Learning
%A Eunhee Choi
%A Jenna Raymond
%A Margit Hentschel
%J Journal of Experiential Education
%@ 2169-009X
%D 2018
%R 10.1177/1053825918804570
%X Background:The ability to forge connections between academic study and real-world experience is essential in service learning (SL). Furthermore, the transition out of SL projects can be emotionally charged for both students and service recipients; yet, little research has been conducted on this topic. Purpose: This study aimed (a) to compare studentsĄ¯ ability to forge connections between course content and service experience and (b) to compare the transition out of their SL project between the 2016 and 2017 cohorts. Methodology/Approach: Mixed methods were used for the comparison. T tests were conducted to compare differences in the exam scores between the two cohorts. Summative content analysis was used to compare studentsĄ¯ weekly reflection journals for the two cohorts. Findings/Conclusions: Students were better able to make such connections when they were explicitly guided with prompting questions based on each weekĄ¯s lecture topics. Students also transitioned out of their projects more smoothly when provided with a lecture, abundant reflection opportunities, and more instructor coaching. Exam scores, however, showed no statistical differences between the cohorts. Implications: Intentional efforts must be made to ensure that students relate course content to their service experience. Providing guidance on transitioning to project closure would also benefit students
%K service learning
%K reflection
%K course connection
%K transition out of service learning
%K older adults
%K gerontology
%K undergraduate
%U https://journals.sagepub.com/doi/full/10.1177/1053825918804570