Community Service Learning Experiences Research Articles

A community service learning experience with student teachers of English: enacting social justice in language education in a community centre

ABSTRACT This article reports a service learning experience carried out by volunteer university student teachers of English during 2017–2018 in a non-governmental organisation in Argentina. In collaboration with their university teachers, they taught workshops using intercultural literature in English for underserved children aged 8-12. Drawing on intercultural citizenship theory and intercultural service learning, which both combine language learning with citizenship goals and social justice and human rights foundations, the aim of the service learning experience was to challenge the conditions of possibility for the children involved. Designed as a case study in combination with action research, varied data types were collected (reflection logs, workshop plans, teacher field notes, artefacts created by the children, photographs and video-recordings of workshops). Qualitative data analysis involved three phases (holistic, inductive and deductive). Findings are presented in a vignette with glimpses of an ethnographic description of the context and a narrative account of the first workshop intended to portray the ‘conditions of possibility’ in the setting. The study shows that language learning was transformatory as the children took small actions in their social milieu using varied semiotic resources to convey their messages. Implications for language education with a social justice basis are discussed.

Exploring the Meaning of Therapeutic Horticulture for Anishinabek Youth in a Brief Residential Treatment Unit: A Community Engagement CSL Case Study

This paper explored community-university engagement that integrated a short-term treatment facility for Indigenous youth, a social enterprise organization that focused on healing through horticulture therapy experiences and an interdisciplinary academic team. The focus was to discover whether a horticulture therapy (HT) approach held promise in terms of an appropriate way to expand community service-learning (CSL) with Indigenous peoples and to encourage more diversity of voices in community service-learning experiences. Youth participants took part in a photovoice study and further semi-structured interviews to document their perspectives on the meaning of their horticultural experiences. Findings revealed that youth valued the overall HT experience itself; being connected to the gardens and nature and the social interactions exploring spirituality and the self were significant and meaningful for them. Further, findings demonstrated that a collaborative partnership that engaged multiple service agencies to explore novel ways for engaging youth in healing activities with a university team that guided the research approach holds promise as a CSL with Indigenous youth. We conclude with recommendations on the significance of community-university engagement in delivering therapeutic horticulture programs for Indigenous youth as a community service-learning initiative. 

A Synthesis of the Research on Community Service Learning in Preservice Science Teacher Education

Despite recent recommendations urging stronger connections between teacher education programs and their communities, few studies have examined the potential of community service learning (CSL) within science teacher education. The paper aims to: understand how CSL is conceptualized in preservice science teacher education contexts; identify the various ways that CSL is integrated within courses; examine stated outcomes for preservice science teachers, and; explore how research on CSL has been carried out in science teacher education. To better inform science teacher education, the authors embarked upon a research synthesis of relevant articles within preservice science teacher education. Six main findings emerged from the synthesis: 1) different science teacher education programs define CSL similarly, 2) preservice science teachers’ engagement with CSL is primarily reported as being beneficial, 3) mixed outcomes are reported in preservice teachers’ self-efficacy, confidence, and attitudes toward teaching science, 4) challenges, if reported, tend to be from the perspective of preservice teachers, 5) several common teaching strategies are employed to support the CSL experience, and 6) case study is the most typical research methodology for studying CSL, where the researchers are the instructors of their own CSL courses. These findings are significant for the ongoing development of science teacher knowledge and programmatic directions for the integration of community in science teacher education.

The Unheard Partner in Adapted Physical Activity Community Service Learning.

Community service learning (CSL), built on collaborative, reciprocal, and diverse disability-community partnerships, is a taken-for-granted pedagogical practice in adapted physical activity. Thus far, the CSL experiences of community members as they support student learning are virtually unknown. The purpose of the study was to understand how community members experienced an undergraduate adapted physical activity CSL course. Using an interpretative phenomenological analysis research approach, 9 adults (2 female, 7 male, mean age 50 years) experiencing disability participated in individual and focus-group interviews. Field notes and artifacts were also gathered. Relational ethics provided a heuristic framework to facilitate the interpretation of the findings. Four themes were crafted: (a)yes, we are willing partners; (b)but . . . we're in the dark; (c)subjected to being the subject; and (d)engage through relationships. Although overlooked as valuable collaborative and reciprocal partners, relational engagement remained central to the participants' CSL experience.

The Impact of Community Service Learning in a Rural Community on Undergraduate Students

The purpose of the mixed-methods action research study discussed in this article was to examine the impact of community service-learning (CSL) in a rural community on 45 undergraduate students enrolled in a clinical psychology course. The study sought to develop a new contextualized grounded theory and richer understanding of the phenomenon of CSL in a rural community with undergraduate psychology students. Qualitative data were collected at multiple stages through a reflective paper and two open-ended questions administered to students at the end of the CSL experience. In addition, individual interviews were conducted with the CSL partners. Quantitative data were collected through two surveys (pre- and post-CSL) to measure outcomes related to specific course objectives. Overall, the qualitative results suggested that the CSL component aligned well with the clinical psychology course and influenced the students’ academic, personal, social, civic, and diversity learning outcomes. In addition, students reported experiences that were unique to working in the rural context, while the community partners shared both the benefits and challenges of working with the students. The implications of the findings and practical recommendations are discussed.

Changing students' perceptions of the homeless: A community service learning experience.

The homeless are an underserved, local vulnerable population that can benefit from a service learning clinical practicum experience for baccalaureate prepared nursing students. Negative attitudes and disrespect among healthcare workers has been identified by the homeless as a barrier to healthcare. A service learning experience with a vulnerable population has been shown to change nursing students' attitudes and beliefs. A large university in a southern city partnered with a community based organization that provided services to the homeless to educate senior nursing students in a service learning experience. The goal of this project was to examine attitudes and perceptions of nursing students toward the homeless population before and after participation in a service learning clinical practicum experience. This case study utilized a pre and post experience questionnaire to collect qualitative data for the purposes of the project. The findings revealed students demonstrated a decrease in fear, an increase in empathy, and a deeper understanding of the advocacy role of nurses for people experiencing homelessness. Nurse educators are challenged to engage students with vulnerable populations to change the attitudes and perceptions for improvement in the overall health of communities served worldwide. Partnerships and service learning experiences can benefit all.

Effects of Community Service-Learning on Heritage Language Learners' Attitudes Toward Their Language and Culture

This study examined the effects of participation in a community service-learning experience on Spanish heritage language learners' attitudes toward their heritage language and culture. Quantitative and qualitative data from heritage language learners demonstrated that engagement in community service-learning activities as part of the Spanish heritage language program afforded students transformative experiences that enhanced the work done within the classroom walls.

Developing Professional Competencies Through Community Service Learning Experiences

Abstract Date Presented 4/8/2016 This study explored the effects of participation in service learning on professional competency skills of occupational therapy students. Results indicated improvements in perceptions of competency skills and perceived learning outcomes when engaged in planning, implementing, and evaluating community-based programs. Primary Author and Speaker: Lorrie George-Paschal Additional Author and Speaker: Brittany Saviers

Bridging didactic, interdisciplinary service learning and practice in health professions education

Purpose – The purpose of this paper is to present an integrated model of didactic, practice and interdisciplinary service learning in healthcare education, and determine the students’ perceptions on the benefits of this integration. Design/methodology/approach – A pre and post survey design was utilized to examine health professions students’ perspectives with respect to learning outcomes relevant to professional benefits of a service learning capstone. The surveys consisted of 36 items for measuring the interdisciplinary course characteristics and perceived benefits of the integrated approach. The required interdisciplinary (used interchangeably with interprofessional) course was constructed as an integrated didactic, practice interdisciplinary service learning model. The sample consisted of undergraduate students (n=53) who completed the interdisciplinary senior seminar capstone course taught by one faculty member in one of three course sections. Structural equation modeling based on partial least squares was used to analyze the significance of constructs. Students’ reflections on interdisciplinary service learning were also collected and summarized. Findings – The study demonstrated the significance of interdisciplinary course and team preparation on perceived professional benefits and positive community service learning experience. Research limitations/implications – Further studies are needed and being pursued to address practitioners’ perceptions of interdisciplinary education. To fully complete the assessment of interdisciplinary education, longitudinal studies must be pursued with graduates and their employers. A larger sample size could be used to repeat this study. Practical implications – The model employed in this study may be utilized as a component of practice education and clinical practice to address accreditation requirements, quality patient-centred care, and engaging students in valuing interprofessionalism and service. Originality/value – This study presents an integrated model of didactic, practice and interdisciplinary service learning in health professions education, and demonstrates the benefits of the model with health profession students’ perceptions of interprofessional education (IPE). This study contributes to professional learning research as the impact of IPE has been questionable due to lack of rigorous evidence.

Community Service Learning and the Emergence of Systems Thinking: A Teacher Education Project in an Urban Setting in Turkey

This study explores how community service learning experiences are reflected in the cognition of prospective teachers. Initial thoughts related to the experience are analyzed in relation the emerging thoughts throughout and after the experience. The study explored the thoughts of 15 prospective foreign language teachers related to their participation in a community project. The participants tutored students with visual disabilities at a learning center in an urban setting in Turkey. As part of the community-based field experience, participants worked with the learners with visual disabilities over a 16-week period. For this study, multiple reflective narratives of experience were collected from each individual. The goal for the collection and analysis of these narratives was explore the participants’ thinking patterns throughout the project and encourage them to reflect on their experience. The analysis of participants’ discourse relied on analysis of co-occurring lexemes in sample utterances text with descending hierarchical classification and correspondence analysis. The main themes that reflected the thoughts of the participants were related to (a) visions for community service, (b) teaching students with visual disabilities, (c) reflections in action, (d) awareness through interactions with difference, (e) interactions with people during community service, and (f) efforts to contribute to the project site. These themes were discussed in relation to the contribution of community service learning and the emergence of systems thinking among program participants.

Overcoming Language and Cultural Barriers: A Graphical Communication Tool to Perform a Parasitological Screening in Two Vulnerable Populations From Argentina

This is an exploratory study of the application of a support tool for the detection of asymptomatic subjects carrying enteric parasites in two vulnerable populations in Argentina: a shantytown in the city of Buenos Aires and a rural Wichí indigenous community in the province of Chaco. The ethnic and cultural diversity, high illiteracy rate, and language barriers called for the development of an auxiliary resource to explain stool sample collection procedures. In individual interviews with each family, the authors used two instructional guidance leaflets in comic strip format depicting the procedures. They evaluated the acceptance of the graphical communication tool on the basis of the number of retrieved samples. Percentages of respondent families were 72.2% and 66.7%, respectively. Definitive validation of these instruments would allow their use in community studies, community service learning experiences, and research on aboriginal communities that would otherwise be excluded from studies on health status.

The influence of parental support on the community service learning experiences of American college students

This mixed methods study considered the relationship between the civic development of college students participating in the Serve Program at Ignatius University and the influence of these students’ parents. The Serve Program is a community service learning program that combines coursework in philosophy and theology with a year-long service project. Analyses of pre-post survey data revealed that students whose parents were highly supportive of their participation in the program demonstrated the greatest increases in public service motivation and expected political participation. Qualitative interviews with Serve participants revealed that highly supportive parents provided students with additional opportunities for reflection upon the readings, lectures and service projects they were encountering through the Serve Program.

Influencing Student Beliefs About the Role of the Civil Engineer in Society

This study suggests that community service learning experiences facilitate the reconstruction of civil engineering student beliefs about both the type of work performed by civil engineers and the broad impact of civil engineering knowledge. Further, the service learning experiences highlight for students 1) the importance of relationships between people, 2) the value of variations in perspective, and 3) the responsibilities of civil engineers in society as holders of expert knowledge. Meta-cognitive and self-regulated learning activities may be the mechanisms by which student beliefs evolve during service learning. Therefore, the quality of community service learning experiences may be enhanced by increasing the opportunities for students to articulate and organize their knowledge, critique their perspectives, compare and contrast their understanding with the understanding of others, and engaged in activities requiring knowledge integration.

Moving Into Communities: Developing Cultural Competence with Pre-service Educators through Community Service-Learning Experiences

Research in teacher education suggests that field experiences in community settings can offer pre-service teachers a context for understanding the link between theory and practice. This paper documents the experiences of pre-service educators who participated in service-learning partnerships for thirty hours in multiple community settings in the southeast United States. Pre-service teachers not only volunteered in the community, but they also engaged in critically reflective journal writing and participated in evaluative class discussions. Students praised the benefits of a service experience in both school and community placements and discussed how interactions with the community agencies gave them the insight into how community organizations often play a significant role in the lives of the underserved students they will eventually teach. The author argues that the inclusion of a service-learning component in early pre-service teacher education field experiences has the potential to facilitate the examination of the relationships between community organizations and schools and encourage development of cultural competence among pre-service teachers. KEYWORDS service-learning, pre-service teacher preparation, community partnerships

Engaging College Students from Diverse Backgrounds in Community Service Learning

Community service learning at the university level is often conceived of as a mechanism for introducing privileged young adults to people with whom they have never interacted and experiences they have never had. American universities and courses involving community service learning are increasingly filling, however, with undergraduates who are members of the identity categories to which the community service learning experiences are intended to introduce them. The authors of this study consider the experiences of university students of color participating in a community service learning program.

Students’ Reflective Learning Within a Community Service‐Learning Dental Module

This article aims to illustrate the effect of reflections upon students' learning in a newly developed dental module at the University of British Columbia. Students reflected individually before, during, and after the development of their community service-learning (CSL) projects. One hundred twenty-one students provided reflections through e-mail, a password-protected intranet site (WebCT), or handwriting. Reflections were not graded, and students were encouraged to favor thinking over description in a total of at least 150 words. Eighty-two students were from two first-year classes, and thirty-nine were from one second-year class. Reflections were analyzed thematically using framework analysis. Students appreciated the community experience and also pondered their own learning as health care providers. Reflections before the CSL projects emphasized "expectations" and "feelings of belonging," whereas reflections during and after the projects promoted discussions on "challenges and struggles" and "ongoing engagement," respectively. A circular and bidirectional illustration portrays students' activities in reflecting, rethinking, reconsidering, reanalyzing, reconstructing, and reacting on their CSL experience. Reflective activity helped students to better appreciate the CSL experience within a newly developed dental course. It allowed them to gain additional value from community-based education and had a positive impact on their attitudes about service, themselves, and the community members enrolled within their projects.

Applied Anthropology and Community Service-Learning

Community Service-Learning (CSL) in higher education is a pedagogical approach embraced by many disciplines as a form of experiential learning that is rewarding for students, faculty and community partners. Although applied anthropology and CSL seem natural partners, applied anthropologists have published very little on CSL experiences. In this presentation of our experience, we argue that applied anthropologists should consider participating and publishing on CSL. We believe with a little preparation applied anthropologists are ready to jump into CSL, and that this will benefit their communities, their students, their careers and the discipline.

Creating International Community Service Learning Experiences in a Capstone Marketing-Projects Course

This article outlines the development of a project-based capstone marketing course, specifically designed to provide marketing students with an international community service learning experience. It differs significantly from previous studies, which focus on integrating service learning into existing marketing courses and on helping local nonprofit organizations. The focus of the course outlined in this article is on strengthening marketing-related competencies acquired through earlier coursework; developing broader work-related competencies, such as cross-functional thinking, teamwork, communication, and cultural sensitivity; and operating a collegiate chapter of a nonprofit engaged in international community service. The course described is well aligned with other significant trends in undergraduate business education: it is multidisciplinary, it emphasizes collaborative learning, it is founded on carefully articulated learning outcomes, and learning success is assessed. It provides a transformational experience and prepares students for a global and diverse workplace. A framework for course design is presented, and a set of pedagogical materials is provided that other marketing educators can use to develop and launch a significant international, multidisciplinary community service learning course.

Student Teachers' Reflections of a Community Service Learning Experience

The study examined student teachers' reflections on being involved in a social responsibility project in a community setting. Participants were 71 beginning students in two sequential cohorts (cohort 1 = 34, cohort 2 = 37). Data on their community learning experience were gathered using focus group discussion and reflection journals. The data were thematically analyzed. The teacher education students engaged in focus group discussions junior students who joined the project in the 2007–2008 academic year (Cohort 1) and 37 junior students who joined the project in the 2008–2009 academic year (Cohort 2). Three themes were listed for students' reflections: entry into the teaching profession, constraints and barriers, and the school principal as a community leader. Results of the study revealed that student teachers had the opportunity to have their first-hand experience in a context that they had never encountered in the same way before.

Student Perceptions of Aging and Disability as Influenced by Service Learning

This study examined the effects of two community service learning experiences on student perceptions of aging in a nursing home and on community-based living with a disability. According to content analysis of student narratives, service learning resulted in increased student awareness of issues pertinent to the students' companions in both settings. This heightened awareness was discussed in terms of the capacity for empathy. While both experiences were effective, there were differences in student responses to the two service learning settings. This suggests a uniqueness in benefit from different settings for service learning. Instructors should design community placements accordingly being cognizant of the desired educational goals.