Academic development of university students through service learning

大学服务学习旨在通过将理论知识直接转化为社会实践来提高学生的社会技能和学术技能。目前的项目调查服务性学习是否以及为什么可能在提高学习成绩方面对学生更有利。主要的假设是，服务性学习比传统的讲授更有利于元认知和知识，因为它包含了理论和实践之间的直接联系。此外，根据理论模型对实践经验的反思可以提高对理论的理解。这一假设通过两个学期期间参加服务学习课程的学生和没有参加服务学习课程的学生的比较来检验。这两组学生都参加了关于提高儿童和青少年的语言和学习技能的课程。主要的不同之处在于二语学生利用自己的知识帮助学习困难的儿童或有流动背景的儿童，而非二语学生不参与这类活动。纵向研究的目的是寻找影响二语学习的因素，使学生的学习过程更成功，并为今后的二语课程发展提供系统的指导。

Service Learning at Universities aims at enhancing social and academic skills of students by transferring theoretical knowledge directly into social practice. The current project investigates if and why Service Learning might be more beneficial for students in terms of increased academic performance. The major assumption is that Service Learning is more beneficial for metacognition and knowledge than conventional lecturing since it includes direct links between theory and practice. Furthermore the reflexion of practice experiences in the light of theoretical models should enhance theoretical understandings.This hypothesis is tested through the comparison of students who attend with those who do not attend Service Learning courses over a period of two semesters. Both groups of students take courses which address the advancement of language and learning skills of children and adolescents. The major difference is that SL-students use their knowledge to help children with learning difficulties or children with migration background while non-SL-students don't partake in this kind of activities. The aim of the longitudinal study is to seek factors of SL which lead to a more successful learning process of students and develop a systematic guide for future SL-courses.