Evaluating College Service-Learning: Change Agents (IRB – 1713).

Publication Date

2025

Presentation Length

20 minutes

College

College of Pharmacy & Health Sciences

Department

Public Health, Department of

Student Level

Undergraduate

SPARK Category

Scholarship

Faculty Advisor

Laurie Gavilo-Lane and Tim Stewart

SPARK Session

9:00-10:15- Will need to change to accommodate other sessions that also presenting

Presentation Type

Talk/Oral

Summary

This study examines five evidence-based service-learning instructional standards and their impact on students’ motivation to serve. We predict that early service-learning exposure fosters long-term community engagement and leadership.

Meta-analyses (Celio et al., 2011; Conway et al., 2009; Yorio et al., 2012) identified five (5) best practices for running service-learning courses: 1.Greater autonomy in choosing service-learning partners (Est. d = .67) enhances satisfaction and critical thinking (Est. d = .28). 2.Reflection improves outcomes—individual reflections boost empathy (Est. d = .67) & group reflections enhance social awareness (Est. d = .45). 3.Rigorous academic evaluations (Est. d = .78) are more effective than self-evaluations (Est. d = .36). 4.Aligning student learning objectives with course content improves engagement and success. 5.Strong community partnerships yield reciprocal benefits.

The rest of my talk will focus on how my nonprofit Jumbled Dreams works to combat issues, help volunteers, and inspire others to make a change.

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