An Analysis of a Service-Learning Project: Students' Expectations, Concerns, and Reflections

A qualitative analysis of written reflective assignments during a service-learning project at a Southeastern university provide insight into students' learning, as well as a means of assessing the experience for student growth and change. Expectations and concerns of students prior to the proje...

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Bibliographic Details
Published in:The Journal of experiential education 2008-04, Vol.30 (3), p.236-249
Main Authors: McClam, Tricia, Diambra, Joel F., Burton, Bobbie, Fuss, Angie, Fudge, Daniel L.
Format: Article
Language:English
Subjects:
Client relationships
College Students
Colleges & universities
Community service
Educational Benefits
Educational Objectives
Evaluation Methods
Experiential Learning
Family counseling
Health services
Higher education
Juvenile justice
Learning Experience
Learning Strategies
National service
Self Evaluation (Individuals)
Service Learning
Skill Development
Skills
Student Attitudes
Student Development
Studies
Theory Practice Relationship
Writing Assignments
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Summary:A qualitative analysis of written reflective assignments during a service-learning project at a Southeastern university provide insight into students' learning, as well as a means of assessing the experience for student growth and change. Expectations and concerns of students prior to the project were compared with postexperience reflections to identify changes as a result of their participation. Among student concerns were building relationships and rapport, confidence, and skills; expectations included practical experience, translation of theory to practice, skill development, and career confirmation. Six postexperience themes resulted from analysis: client change, student feelings, student learning, activities/structure, relationship issues, and metaphors. A comparison of pre- and postanalyses support the value of service-learning for career confirmation, the development of professionalism, personal growth, and self-reflection.
ISSN:1053-8259
2169-009X
DOI:10.1177/105382590703000304