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

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.

KEYWORDS:

• Service-learning
• qualitative assessment
• research skills
• organizing skills
• peer learning

Acknowledgments

Thanks to the students and instructors, who participated in service-learning projects, and the support of Memorial University work internship programs.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Correction Statement

This article has been republished with minor changes. These changes do not impact the academic content of the article.

Notes

1. For example, students who partnered with a CBO that supported people involved in the justice system became aware of the importance of restorative justice. Students who partnered with a family services organization gained a deeper appreciation of how poverty is a child welfare issue. These were articulated new understandings of how to view social work clients (e.g. capable of growth, deserving).

Additional information

Funding

The author(s) reported there is no funding associated with the work featured in this article.

Notes on contributors

Stephen Ellenbogen

Stephen Ellenbogen is an Associate Professor at the School of Social Work at Memorial University of Newfoundland and Labrador. Current areas of research interest include social work education, high impact teaching and learning practices, and child welfare.

Caitlyn Tobin

Caitlyn Tobin holds Bachelor of Social Work and Master of Public Health degrees from Memorial University. She is a Health Promotion Consultant in the Population & Public Health Division of Newfoundland and Labrador Health Services. Her areas of interest include community engagement, health promotion and health equity.

Sulaimon Giwa

Sulaimon Giwa is an Associate Professor and Interim Dean of Social Work at Memorial University. His classroom education integrates community service learning approaches to connect theoretical learning with real-world applications. He believes that community service learning has the potential to change lives, bridge gaps, and enable both students and organizations to make a lasting difference.

Jennifer Manning

Jennifer Manning is a registered social worker and holds Bachelors degrees in Social Work and Arts from Memorial University and a Master of Social Work from the University of Toronto. She works as a Health Systems Navigator with the Hospital to Home program at St. Joseph’s Healthcare Hamilton, in Hamilton, Ontario. Her areas of interest include mental health, substance use and community outreach.

Fred Andersen

Fred Andersen is an Assistant Professor at the School of Social Work at Memorial University. His research interests include Indigenizing social work education, reconciliation, Indigenous capacity building, Indigenous knowledge translation, and championing the voices of residential school survivors and their successive generations.