Understanding Student Complaints in the Service Learning Pedagogy

Abstract

This study draws upon student evaluations across 3 years of service learning (SL) courses at a large, urban, faith-based university identifying issues of greatest concern to students. Analysis of qualitative responses revealed perspectives on the limits, pitfalls, and barriers to successful SL student work in the community replicated over the 3 year timeframe. Over 2,200 written responses were coded and tested for reliability for each of 3 years. The top three comments SL students were most likely to express included: (1) concern about their placement in the community, for example, that sites were not prepared or that further goal-setting, communication and training by the university was necessary; (2) that the university's choice of sites may have been ill considered; and, (3) that there were problems with time and scheduling. Ongoing assessment of students' perspectives on their placement experience identifies practices that can enhance their learning and contributions toward building stronger communities.

University’s Catalytic Effect in Engendering Local Development Drives: Insight into the Instrumentality of Community-Based Service Learning

“…Whilst previous studies on CBSL have articulated the benefits of the scheme in providing a pedagogical intervention that can support the civic growth of students and provide community outcomes (Binder et al 2015;Bringle and Steinberg 2010;Harkavy and Hartley 2010;Reeb et al 2010), there is very limited research that captures and analyses critical perceptions of the concept. Although Rosing et al (2010) presented some of the criticisms levied against CBSL from the students' perspective; their study did not capture the views of community stakeholders from multifaceted viewpoints. This paper addresses this gap, highlighting the concerns articulated by research participants, and proffers a template for modelling CBSL for student learning and community development.…”

“…'Students have a limited time for their fieldwork. They can only do little within the limited time and should they stay on the field longer than expected, their time will run out against other programmes at the university and the completion of their studies' (Martha,female,(31)(32)(33)(34)(35)(36)(37)(38)(39)(40)Molyko) Similarly, in a study conducted by Rosing et al (2010), it was identified that students were more likely to complain about the scheduling of a CBSL activity. Whilst timing is a recurrent theme in CBSL, it can best be addressed by harmonizing the timescales, operational budgets and requirements of the university, student and internship provider.…”

Defining Service Learning in Nursing Education: An Integrative Review

“…Many researchers have asserted that this type of experiential learning should be integrated into nursing curricula (Baker et al, 2004;Bassi, 2011;Downes et al, 2007;Groh, Stallwood, & Daniels, 2011;Laplante, 2009;Peterson & Schaffer, 1999;White et al, 1999;Yeh et al, 2009). In addition, service learning is described as being structured in relation to the service learning placement mission, objectives, preparation, process, site orientation, and task supervision (Downes et al, 2007;Erickson, 2004;Loewenson & Hunt, 2011;Rosing, Reed, Ferrari, & Bothne, 2010).…”

Community Service Learning among Health Sciences and Medical Undergraduates at a Malaysian setting: Providers′ and Recipients′ Portraits

“…In CSL, there should be many opportunities to co-learn, co-create knowledge and co-evolve communitybased research theory and practice (Ochocka and Janzen, 2014). CSL requires commitment and resources in order to fulfill both learning objectives and community needs (Rosing et al 2010). The American Association of Community Colleges (AACC) defines CSL as combining community service with academic instruction, focusing on critical, reflective thinking and personal and civic responsibility' (Prentice and Robinson 2010).…”