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Students in the Liberal Studies Track I program for teacher preparation at California State University, Long Beach, are required to participate in service learning. The SERVE (Service Experiences to ReVitaIize Education) Program provides training for the students. The purpose of this study was to develop a mechanism for infusing Chickering's psychosocial development model into the training. Two questions were asked: (a) given instruction in the model and support, are students able to apply the model to further their personal and professional development? and (b) what is the best way to implement the model in service learning training? Qualitative methodology was used.

The results showed that by gaining awareness of areas of development through the model, students were able to apply the student development theory to their personal lives and field of study. Recommendations for implementing the model, and for the fields of teacher education and student affairs are offered.

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