Student perceptions on learning from participating in low-cost service-learning course assignments

Abstract

ABSTRACT There exist many descriptions of how service-learning benefits higher learning. However, these usually involve large-scale and well-funded projects that are not easily exported. We conducted a secondary analysis of student reflection papers to better understand what was learned from participating in low-cost service-learning projects. Through collaborations with community-based organizations, student learning goals were to enhance aptitudes for research literacy, self-organizing, and teamwork. We also examined factors that encouraged and hindered student learning. Projects were embedded in bachelor of social work courses on community development. Student narratives described: growth and professional development, enhanced awareness of community issues, the importance of community partner engagement, and processes that encouraged teamwork and learning. Some students partnered with previous workplaces; this impacted group dynamics. Narratives highlight students’ conscientious effort to facilitate peer learning. Implications for teaching, educational policy, and the place of service-learning within professional programs, are contemplated.