“Real Students Helping Others”: Student Reflections on a Research-Based Service-Learning Project in a Gender and Victimization Course

Breanna Boppre, Shon M. Reed, Linsey A. Belisle

Research output: Contribution to journalArticlepeer-review

2 Scopus citations

Abstract

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.

Original languageEnglish
Pages (from-to)281-303
Number of pages23
JournalJournal of Experiential Education
Volume46
Issue number3
DOIs
StatePublished - Sep 2023

Keywords

  • experiential learning
  • higher education
  • pedagogy
  • service learning
  • study community
  • topics
  • topics
  • topics
  • experiential learning topics
  • pedagogy topics
  • service learning topics

EGS Disciplines

  • Criminology and Criminal Justice

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