TY - JOUR
T1 - “Real Students Helping Others”
T2 - Student Reflections on a Research-Based Service-Learning Project in a Gender and Victimization Course
AU - Boppre, Breanna
AU - Reed, Shon M.
AU - Belisle, Linsey A.
N1 - Publisher Copyright:
© The Authors 2022.
PY - 2023/9
Y1 - 2023/9
N2 - Background: Service-learning is a high-impact teaching technique that aligns with feminist pedagogy to engage students in influencing social change. Nonetheless, barriers exist to implementing direct service-learning, particularly from a trauma-informed lens as volunteer work could be triggering for students who experienced victimization first-hand. Purpose: This article examines a research-based service-learning project that utilized feminist and trauma-informed pedagogy. Methodology/Approach: Students participated in a student-led survey of their college campus which assessed student experiences of victimization, perceptions of safety, and university service availability. This study analyzed student reflections’ on the research-based service-learning project. Findings/Conclusions: A thematic analysis of students’ reflection responses to the service-learning project revealed four major themes: Enjoyment and Ease in the Process, Research Skills for Advocacy, Validation of Students’ Concerns, and Need for Social Change. Implications: The findings support research-based service-learning projects as an alternative to direct volunteer work. Research-based service-learning still provides students with high-impact learning that can increase students’ collaboration, skills, empowerment, and engagement.
AB - Background: Service-learning is a high-impact teaching technique that aligns with feminist pedagogy to engage students in influencing social change. Nonetheless, barriers exist to implementing direct service-learning, particularly from a trauma-informed lens as volunteer work could be triggering for students who experienced victimization first-hand. Purpose: This article examines a research-based service-learning project that utilized feminist and trauma-informed pedagogy. Methodology/Approach: Students participated in a student-led survey of their college campus which assessed student experiences of victimization, perceptions of safety, and university service availability. This study analyzed student reflections’ on the research-based service-learning project. Findings/Conclusions: A thematic analysis of students’ reflection responses to the service-learning project revealed four major themes: Enjoyment and Ease in the Process, Research Skills for Advocacy, Validation of Students’ Concerns, and Need for Social Change. Implications: The findings support research-based service-learning projects as an alternative to direct volunteer work. Research-based service-learning still provides students with high-impact learning that can increase students’ collaboration, skills, empowerment, and engagement.
KW - experiential learning
KW - higher education
KW - pedagogy
KW - service learning
KW - study community
KW - topics
KW - topics
KW - topics
KW - experiential learning topics
KW - pedagogy topics
KW - service learning topics
UR - http://www.scopus.com/inward/record.url?scp=85142150461&partnerID=8YFLogxK
UR - https://doi.org/10.1177/10538259221134873
U2 - 10.1177/10538259221134873
DO - 10.1177/10538259221134873
M3 - Article
AN - SCOPUS:85142150461
SN - 1053-8259
VL - 46
SP - 281
EP - 303
JO - Journal of Experiential Education
JF - Journal of Experiential Education
IS - 3
ER -