The learning experiences of student mentors in service learning program

Abstract

Hong Kong is in need of adequately trained educators and educational leaders to meet the needs of children who live there. The Education University of Hong Kong (EdUHK) has been trying to meet those needs by offering a curriculum that goes beyond teaching content and subject knowledge by incorporating service learning opportunities. Service learning is an effective strategy for university students to integrate the concepts and theories acquired in the classroom into real service contexts. Participation in service learning activities enhances students' social responsibility, civic engagement, social justice, interpersonal skills, critical thinking, and communication skills. While service learning has been widely adopted by universities as innovative teaching pedagogy over the past two decades, peer learning is also another teaching strategy which has rapidly been gaining popularity in higher education. A typical form of peer learning is mentoring. Much is known about the learning experiences of student mentees in service learning programs, but less is known about the learning experiences of student mentors. If we were able to better understand the learning experiences of university student mentors who are participating in service learning program then we might be able to provide recommendations to student development practitioners in higher education settings for creating more diversified learning experiences to students. Using Kolb's (1984) Theory of Experiential Learning, this case study sought to answer the following central research question: How do student mentors in the Education University of Hong Kong (EdUHK) develop communication, collaboration, and leadership skills through participating in the Leadership Enhancement and Development (LEAD) service learning program? The research findings indicated that pre-service teachers who took up the role as mentors in the LEAD service learning program not only developed their communication, collaboration and leadership skills, but also strengthened their cultural competency, social responsibility, civic participation and other generic attributes. The value of adding mentoring components into non-course based international service learning activities is discussed.