Community Partners' Assessment of Service Learning in an Interpersonal and Small Group Communication Course

Abstract

This assessment explored community partners' perceptions of service learning in a required communication course. Semi-structured interviews revealed that community partners believed that students were providing needed and valuable service, students were learning about the community, and students were learning through their application of course skills in an applied context. However, community partners also felt that students were unaware of or did not care what they should be learning, that faculty contact was rare or nonexistent, and that community feedback opportunities were rare and undervalued by faculty. Results suggest specific improvements necessary in service learning assignment design.

Embracing Service Learning Opportunities: Student Perceptions of Service Learning as an Aid to Effectively Learn Course Material

“…While promoting this engagement, servicelearning acts in a two-fold manner; in that, it can help students understand course materials more effectively by translating theoretical concepts into actual practice (Darby, Longmire-Avital, Chenault, & Haglund, 2013). Service-learning attempts to bridge the gap between the academic and non-academic world by encouraging students to use their knowledge and class concepts to solve real issues (Motley & Sturgill, 2013;Steimel, 2013;Quintanilla & Wahl, 2005). Though the benefits of service-learning are well known to educators and researchers, what remains unknown is students' awareness of learning throughout a service-learning opportunity.…”

Integrating Service-Learning in the Public Speaking Course

“…Indeed, the Association of American Colleges and Universities' (AAC&U's) National Task Force on Civic Learning and Democratic Engagement (2012) argued that service-learning is a central component of educational practices that can "open up opportunities to develop each person's full talents, equip graduates to contribute to economic recovery and innovation, and cultivate responsibility to a larger common good" (p. 14). Although employing service-learning in public speaking courses can be challenging and requires an active commitment from instructors, embracing this pedagogy can lead to significant benefits for both students and their community partners (Steimel, 2013). Moreover, integrating service-learning in the public speaking course helps students achieve learning outcomes, including increased student learning (Warren, 2012) and interpersonal development, the ability to understand and later apply knowledge, and an enhanced sense of citizenship (McIntyre & Sellnow, 2014).…”

The practice of professional skills and civic engagement through service learning

“…Community representatives have said that service-learning partnerships bring additional resources to the organizations and provide the opportunity for educating future professionals and community citizens (Basinger and Bartholomew, 2006). Compared to other volunteers and staff, a study shows that community partners especially appreciated the students for their devoted time, and their ability to bring in creative energy, new ideas and technological skills (Steimel, 2013). Eyler and Giles (1999) observe that one of the most important questions to be answered in the service learning field is the impact of service learning on students' personal development as a citizen, and their future participation in community service in later life.…”

“…This linkage can be particularly helpful when instructors are teaching concepts that are somewhat abstract (Eyler, 2002). Echoing Steimel's (2013) point of view, students learned "more about both their coursework and about communication 'soft skills' by applying their course material in 'real world' settings" (p. 248). Service learning helped the students understand the relevance of communication concepts and enabled them to test theories and apply them in the work place.…”