Impact of Community-Based Service-Learning on Undergraduate Students Self-Authorship

Abstract

This qualitative study utilizes a phenomenological approach to assess impact of education-based service-learning experience on undergraduates’ self-authorship process at a 4-year university. Eight of 60 students enrolled in a community-based service-learning undergraduate course at a four-year land grant institution participated in the study. Research questions focused on implementing Boud et al. (1985) model of reflection as a framework for journaling; identifying participant variables indicative of self-authorship; and deciphering if a combination of service-learning activities and participant variables elicit self-authorship growth. Themes determined from participants’ journal entries indicate service-learning experiences combined with critical reflection elicit development in inner voice, or at minimum, engage students in recognizing internal dialogues. Several noted the benefit of classroom activities in helping them make meaning of experiences. Others drew on past experiences to shape how they acted and thought as a teacher for the students they were helping. Many noted they found it impactful or disheartening to learn about their students’ backgrounds; this internal conflict often served as an opportunity for participants to re-consider their worldview, at least from an educational sphere. Even though many enrolled to meet the university’s experiential learning course requirement, participants overall appeared to develop a stronger inner voice.