Enhancing Critical Thinking Through Service-Learning as a Consultative Process

Abstract

This article introduces an interdisciplinary approach to service-learning as a consultative enterprise. Students use the consultative stages of pre-entry, entry, diagnosis, implementation, and disengagement, allowing for the practice of critical thinking, problem-solving, collaboration, and empathy. Students then write case studies based on service learning experiences, which are later shared with fellow classmates through student-facilitated discussion. In this paper, consultative service-learning is defined and analyzed according to recent theoretical and research findings. The implementation of a pilot project to 27 students is described, observed results are discussed, and lessons learned are provided.