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Integrating Service-Learning Pedagogy Into Community College Coursework: A Phenomenological Study

Integrating Service-Learning Pedagogy Into Community College Coursework: A Phenomenological Study

Timothy Leonard, Patrick J. Flink
Copyright: © 2020 |Volume: 1 |Issue: 1 |Pages: 12
ISSN: 2644-1624|EISSN: 2644-1640|EISBN13: 9781799804000|DOI: 10.4018/IJITLHE.2020010103
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MLA

Leonard, Timothy, and Patrick J. Flink. "Integrating Service-Learning Pedagogy Into Community College Coursework: A Phenomenological Study." IJITLHE vol.1, no.1 2020: pp.25-36. http://doi.org/10.4018/IJITLHE.2020010103

APA

Leonard, T. & Flink, P. J. (2020). Integrating Service-Learning Pedagogy Into Community College Coursework: A Phenomenological Study. International Journal of Innovative Teaching and Learning in Higher Education (IJITLHE), 1(1), 25-36. http://doi.org/10.4018/IJITLHE.2020010103

Chicago

Leonard, Timothy, and Patrick J. Flink. "Integrating Service-Learning Pedagogy Into Community College Coursework: A Phenomenological Study," International Journal of Innovative Teaching and Learning in Higher Education (IJITLHE) 1, no.1: 25-36. http://doi.org/10.4018/IJITLHE.2020010103

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Abstract

Developmental students face significant academic and life challenges as they pursue a college degree. As students in developmental studies often struggle to complete their courses, research focused on innovative pedagogy that engages students while developing skills is needed. This project sought to investigate implementing an on-campus, service-learning (SL) component into developmental reading courses. Students participated in SL by reading to children at the on-campus Early Childhood Center (ECC) one time per week, during scheduled class, with time provided for structured metacognition through reflective journals. A phenomenological approach was used for this study, and Interpretive Phenomenological Analysis (IPA) was used to examine responses and note trends in data. It was found that students who participated in SL as part of their developmental reading course reported multiple positive effects such as developing a positive academic mindset, improving self-efficacy, and increasing motivation to read.