Evidence Based Adaptations of an Interdisciplinary Service-learning Practice

Abstract

Service-learning (SL) intertwines community service with academic instruction, fostering civic engagement and social consciousness, while reinforcing academic principles. A review of literature shows the standards for quality SL experiences, including clear goals, reflection, community engagement, and academic rigor. The IUDC offers practical opportunities for SL and community development. The IUDC model follows Participatory action research (PAR) principles, emphasizing collaboration, participatory decision-making and action-oriented research to address community needs. This study assesses the effectivity of the IUDC model based in its adherence to best practices for SL, Student Learning objectives (SLO’s) and PAR. It also assess student knowledge and attitude change informed by final written reports. Results reveal strengths in compliance with best practices for SL and SLO’s, student adherence to program requirements and participation in learning experiences. The evaluation highlights challenges such as the development of activities not aligned with PAR principles, and need for clear instructions in the manual. Recommendations include refining instructional materials, enhancing student understanding of PAR, and establishing robust assessment protocols to measure effectiveness of service-learning initiatives. The evaluation process is continuous, with plans for the development of a comprehensive manual and the implementation of assessment tools for ongoing improvement and adaptation to changing circumstances.