Community service-learning: Evaluation of student development with a focus on self-reflection

The study investigated the impact of service-learning on student development with a special focus on the influence of self-reflection with 46 undergraduate student leaders of an alternative spring break program. Quantitative measures of student development included civic responsibility, personal competency, and efficacy for significant contributions to the community. Analyses revealed that student scores increased significantly from pre to post administrations in personal competency and civic responsibility subscales (p < .005). Qualitative analyses revealed that student leaders placed the highest value on reflection activities such as taking pictures, listening to others, and involvement in training/orientation, suggesting that students believed engagement in reflection practices was a valuable contributor to changes in their development. In addition, the qualitative analysis showed changes in dominant themes of the student's narratives. The pre-trip narratives were found to be in the areas of interpersonal relationships (i.e., building new friends and helping others). In contrast, the post-trip narratives focused more on the themes of students' views on social and service issues, awareness of social issues, increased commitment to community service, and development of leadership skills. The qualitative themes elaborated the changes evidenced in student leaders' quantitative results and provided narrative examples for the phases of learning in Kolb's theory of experiential learning. Findings from this study suggested that Kolb's theory of experiential learning can be a useful explanatory framework for a comprehensive outcome measurement protocol for domestic and international service-learning programs.