Building Student Self-Efficacy and Mastery of Skills through Service Learning Partnerships

  • C. Hilarski SUNY Buffalo State
Keywords: Higher Education, Service Learning


Undergraduate students (N = 40) responded positively to a semantic differential scale after experiencing a "direct practice" service learning group work course. Qualitative data documented students perceptions of increased skill levels relating to selfefficacy- understood as positively influencing mastery of skills and performance outcomes-a pedagogical model to consider for competency based curriculums.