Service learning away and at home: Can students have a global experience in their own backyard?
Location
1049
Format Type
Event
Format Type
Paper
Start Date
January 2019
End Date
January 2019
Abstract
Research has identified service learning (SL) as a high-impact instructional practice (Celio, Durlak, & Dymnicki, 2011; Warren, 2012) that both increases learning and offers a transformative experience (Kiely, 2005). Global SL additionally develops intercultural competence and encourages students to adopt critical perspectives on power, privilege, and structural inequalities (Hartman & Kiely, 2014). This begs the question: can students have a global SL experience without leaving home?
This presentation reports on a qualitative study comparing the impacts of SL on Speech-Language Pathology students participating abroad versus at home. Data include structured written reflections from 31 students that participated in week-long, global SL programs in Guatemala (focus on special education and community health), and 38 students who took an SL course on campus. The on-campus students participated at an early childhood center in a low-income, urban neighborhood where most staff and clients are multicultural/bilingual.
Comparative analyses (e.g., Bazeley, 2013) will be applied to student reflections, exploring emerging themes and patterns between groups (global vs. local), and developing data displays (Miles, Huberman, & Saldaña, 2014). Findings will shed light on students’ engagement, learning, and intercultural development resulting from their engagement with diverse communities through SL, either away or at home.
Keywords
service learning, intercultural competence, qualitative research, comparative analysis
Service learning away and at home: Can students have a global experience in their own backyard?
1049
Research has identified service learning (SL) as a high-impact instructional practice (Celio, Durlak, & Dymnicki, 2011; Warren, 2012) that both increases learning and offers a transformative experience (Kiely, 2005). Global SL additionally develops intercultural competence and encourages students to adopt critical perspectives on power, privilege, and structural inequalities (Hartman & Kiely, 2014). This begs the question: can students have a global SL experience without leaving home?
This presentation reports on a qualitative study comparing the impacts of SL on Speech-Language Pathology students participating abroad versus at home. Data include structured written reflections from 31 students that participated in week-long, global SL programs in Guatemala (focus on special education and community health), and 38 students who took an SL course on campus. The on-campus students participated at an early childhood center in a low-income, urban neighborhood where most staff and clients are multicultural/bilingual.
Comparative analyses (e.g., Bazeley, 2013) will be applied to student reflections, exploring emerging themes and patterns between groups (global vs. local), and developing data displays (Miles, Huberman, & Saldaña, 2014). Findings will shed light on students’ engagement, learning, and intercultural development resulting from their engagement with diverse communities through SL, either away or at home.
Comments
References
Bazeley, P. (2013). Qualitative data analysis: Practical strategies. London, UK: Sage.
Celio, C. I., Durlak, J., Dymnicki, A. (2011). A meta-analysis of the impact of service-learning on students. Journal of Experiential Education, 34(2), 164-181.
Hartman, E., & Kiely, R. (2014). Pushing boundaries: Introduction to the global service-learning special section. Michigan Journal of Community Service Learning, Fall, 55-63.
Kiely, R. (2005). A transformative learning model for service-learning: A longitudinal case study. Michigan Journal of Community Service Learning, fall, 5-22.
Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (3rd Ed.). Thousand Oaks, CA: Sage.
Warren, J. L. (2012). Does service-learning increase student learning? A meta-analysis. Michigan Journal of Community Service Learning, 18(2), 56-61.