Service learning and first year experience students in a community college setting: An action research study

The phenomenon of low student completion at community colleges warrants inquiry and analysis as a foundation for data-informed change. At the research site and state level, research has found fewer than half of students entering California Community Colleges complete degrees or certificates within six years. Lack of completion has negative impacts financially, socially, personally, and on local economies. Completion results in opportunity, advancement in socioeconomic status, gainful employment and opportunity for communities to fill workforce needs with qualified graduates. Data-informed change is essential to transform completion rates yet much existing research lacks generalizability to local sites and unique student populations. The purpose of this action research study was to gain understanding of the student experience of at-risk First Year Experience freshmen gathering qualitative data following institutional implementation of service learning. Students, faculty, and staff participants were invited to interviews and qualitative data was gathered and analyzed for emerging themes. Emerging themes unique to students and the faculty / staff group, and common themes from both groups were reflected upon within the context of the study and literature review. Themes common from both groups included the concept of help being important, student workload needed to be considered, and need for clarification of service learning. The study generated five foci for future study, identified emerging themes specific to the student population within the study, and provided qualitative data previously lacking at the site. There is need for additional study to establish data-informed change initiatives which will structure programs to support community college student completion.