The Impact of Service‐Learning Targeting Apparel Design Majors: A Qualitative Analysis of Learning Growth

Abstract

To implement service‐learning in an apparel course, students led a mending and alterations shop that served the campus community. This study investigated the impact of participating in service‐learning on students’ skills in apparel construction, management, and communication. Students completed task log reflections and midterm and end of term learning growth reflections. This qualitative information was analyzed and six discipline‐specific themes emerged. The themes were as follows: (i) apparel design skills, (ii) collaboration, (iii) self‐efficacy and growth, (iv) problem‐solving, (v) communication and terminology, and (vi) comfort zone. Overall, the service‐learning component was deemed a valuable way to prepare students for careers in the fiber, textile, and clothing industry.

Teaching Sustainability in Fashion Design Courses Through a Zero-Waste Design Project

“…Jollands and Parthasarathy (2013) suggested that “the most effective pedagogy for students to learn about sustainable development was a community-based project with collaboration of multiple learners as well as use of a constructive-learning pedagogy” (p. 5053). Eike et al (2018) implemented service learning in an apparel course, where students participated in mending and alteration tasks through a community-based project. Eike et al (2018) concluded that service-learning experiences benefited personal and professional student growth.…”

“…Eike et al (2018) implemented service learning in an apparel course, where students participated in mending and alteration tasks through a community-based project. Eike et al (2018) concluded that service-learning experiences benefited personal and professional student growth. Thus, developing and evaluating a community-based project that implements a zero-waste design approach is recommended.…”

Object‐based Learning in a World Dress Course

“…According to Waxman and Eash (1983), utilizing “student responses on self‐report instruments have been found to be realistic and reliable measures of their classroom environment” (p. 321). Eike, Myers, and Sturges (2018) used student reflections to gauge student perceptions of a classroom project.…”

Fashion sensitive young consumers and fashion garment repair: Emotional connections to garments as a sustainability strategy

“…Lately research has focussed on alternatives to traditional (unsustainable) fashion purchasing behaviours, including alternative consumption models (e.g., Armstrong, Niinimaki, Lang, & Kujala, 2; Becker‐Leifhold, ; Pedersen & Netter, ) and the role of slow or luxury fashion in the new sustainability model (e.g., Han, Seo, & Ko, ). While some research has examined sustainability in use for fashion garments, specifically repair and maintenance of fashion garments in an end‐of‐life extension process (e.g., Eike, Myers, & Sturges, ), this focus is more recent in the literature.…”