Student and Faculty Perspectives on Motivation to Collaborate in a Service-Learning Course

Abstract

This case study, an example of scholarship of teaching and learning (SoTL) research, explores student motivations to collaborate with both peer teams and community partners in a service-learning course. Written by one instructor and three undergraduates, the article draws on personal narratives, student reflections, and a postcourse student survey. Our experiences and findings suggest that in courses like these positive extrinsic factors motivate students to collaborate in ways that the extrinsic motivators in typical assignments do not, helping to foster trust and shared goals. We also share our work as an example of how to include student voices in SoTL work.The writing and editing process became more concrete, real. Rhetorically, we crafted our grant more precisely and tried to use rhetorical strategies more effectively because we cared more.-Paige

Collaborative Structures in a Graduate Program

“…; Pope‐Ruark et al. ). Despite the changes in the student population, research asserts that students have similar beliefs about learning when compared to faculty and share a desire to learn both within the context of the classroom and beyond (Dandy and Bendersky ).…”

“…Student motivation can also be influenced by the relationship with the community partnership (Pope‐Ruark et al. ). This internal purpose or “move to action” to meet the needs of the community partner can be encouraged within supported service learning projects (Mbugua and Godek , p. 31).…”

“…Additionally, creating opportunities for structured environments that encourage students to apply, discover, analyze, and take risks can enhance problem solving beyond our highly visual culture. Student motivation can also be influenced by the relationship with the community partnership (Pope-Ruark et al 2014). This internal purpose or "move to action" to meet the needs of the community partner can be encouraged within supported service learning projects (Mbugua and Godek 2012, p. 31).…”

Innovations in Occupational Therapy Education: The Centralized Service Learning Model

“…To produce effective student learning opportunities in the community, faculty should set the stage, providing a framework for the experience. Literature supports student appreciation and opportunity for experiential learning and faculty allowances to learn by doing (Bowen et al, 2011;Doyle, 2011;Pope-Ruark, Ransbury, Brady, & Fishman, 2014). Darby and Newman's (2014) qualitative examination of faculty perceptions of service learning found positive results for both faculty and students in meeting the course purpose and learning outcomes, and reported student feedback that reflected learned concepts.…”

Student Philanthropy: Experiencing Grant Proposals From the Funder’s Perspective

“…The literature abounds with examples of implementations of service learning in business and professional communication courses. For example, Crews and Stitt-Gohdes (2012) described an assignment in which students in a business communication course were tasked with using Facebook and Twitter to help nonprofit organizations promote activities and solicit funds; Bourelle (2012) explained how she used a service-learning project that involved designing fund-raising campaigns for nonprofits to link theory and practice and to prepare students for internships; Crossman and Kite (2007) presented the results of their study of English as a second language students’ written reflections on service-learning projects in a master of business administration strategic communication course; and Pope-Ruark, Ransbury, Brady, and Fishman (2014) examined the effects of service learning on student motivation in a grant-writing course.…”