Preparing Aviators for the 21st Century: A 3-Year Case Study of Service Learning in the Aviation Classroom

Abstract

This 3-year qualitative case study of service learning in undergraduate aviation classes measures the affective domain learning outcomes of required service learning projects vs. optional service learning
projects. A literature review on democratic citizenship suggests a gap in learning materials available to help students become responsible and engaged citizens. Development of the service learning component is described, including critical thinking, problem solving, and developing a clear connection between the course objectives and service activities. The study details three measured outcomes of the affective domain: receiving, responding and valuing. Three semesters of required service learning activities are compared with three semesters of optional service learning activities using descriptive statistics and chisquare analysis. Findings indicate that when service learning is required, students respond at a
significantly higher rate than when the service learning is optional. However, students who voluntarily completed the optional activities were found to value the experience to a greater extent than students who
were required to complete the projects.