A Thematic Approach to Realize Multidisciplinary Community Service-Learning Education to Address Complex Societal Problems: A-Win-Win-Win Situation?

Geertje Tijsma,Marjolein Zweekhorst,Eduardo Urias

doi:10.3389/feduc.2020.617380

Abstract

Universities are under increasing pressure to become more and better involved in society as part of their third mission, to which Community Service learning (CSL) can contribute. To date, most CSL projects are mono-disciplinary, single courses, often of a short-term nature. In order to address the increasingly complex problems facing society, there is a need to adopt multi–and interdisciplinary CSL approaches that allow for a range of perspectives. The article describes and analyzes how a thematic CSL approach was initiated at the VU Amsterdam starting from the needs of a local community. Once loneliness was identified as an important and relevant issue, the approach evolved in order to include multiple courses and internships from different programs offered by two faculties and various stakeholders and community organizations. Taking an action–research approach, the CSL team evaluated the process of its development, outcomes and contributions, as well as possible benefits and considerations. In addition to more tangible outcomes arising from many student projects, the approach assists in building new community networks, supports project continuity, deepens knowledge, encourages new collaborations, reduces CSL-created workload and finally increases student development, motivation and sense of ownership. Overall, it can be concluded that the thematic approach can contribute to addressing complex problems as it allows for multidisciplinary collaborations while not imposing too great a burden on the established curriculum. This makes the thematic CSL approach a valuable stepping stone in advancing CSL in universities, and so contribute to fulfilling their third mission.

Highlights

Universities’ so-called third mission has been broadly understood as conscious and strategic actions to make a greater contribution to society
We first reflect on how the thematic approach has contributed to addressing the issue of loneliness by considering the tangible outcomes of the different student projects in the pilot
We look at how the thematic approach has contributed to addressing the issue of loneliness in Amsterdam New-West by considering the perspectives of the community partners involved in the project

Summary

Introduction

Universities’ so-called third mission has been broadly understood as conscious and strategic actions to make a greater contribution to society. This includes activities involving the generation, use, application and exploitation of knowledge and other capabilities outside academic environments (Koryakina et al, 2015). 112) is a pedagogy that contributes to the third mission as it promotes students’ learning through their active participation in experiences of community engagement (Folgueiras et al, 2020) It is considered an effective pedagogy for improving social engagement and at the same time enhancing students’ skills and aptitudes. It has been suggested that CSL can benefit faculty members as it fosters personal growth (Harrison, et al, 2013) and improves teaching experience (Pribbenow, 2005) and practices (Bringle, 2017)

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