Using academic service learning to provide authentic learning experiences for undergraduate students

Authentic Learning principles include being rooted in the real world, learning through inquiry and thinking skills, creating discourse among a community of learners and being empowered through authentic learning. Academic Service Learning has been used for many years to enhance and strengthen teacher education courses, preparing student teachers with real life learning experiences as they work with community groups in mutually beneficial projects. This paper examines a case study focusing on Bachelor of Arts students who engaged in an Academic Service Learning project in a primary school, teaching music and other art forms before they started their pre-service teacher education course. The Academic Service Learning projects were based on the principles of Authentic Learning and aimed to ensure that students learned effectively as they were engaged in their community service projects. The students were asked to reflect on the benefits of the program, both to themselves and to the school. All were enthusiastic and positive in their responses to the project, and outcomes included an increase in the university students' self-confidence, skills, knowledge, communication and behaviour management strategies