The impact of community service-learning in a rural community on undergraduate students

Abstract

The purpose of the mixed-methods action research study discussed in this article was to examine the impact of community service-learning (CSL) in a rural community on 45 undergraduate students enrolled in a clinical psychology course. The study sought to develop a new contextualized grounded theory and richer understanding of the phenomenon of CSL in a rural community with undergraduate psychology students. Qualitative data were collected at multiple stages through a reflective paper and two open-ended questions administered to students at the end of the CSL experience. In addition, individual interviews were conducted with the CSL partners. Quantitative data were collected through two surveys (pre- and post-CSL) to measure outcomes related to specific course objectives. Overall, the qualitative results suggested that the CSL component aligned well with the clinical psychology course and influenced the students’ academic, personal, social, civic, and diversity learning outcomes. In addition, students reported experiences that were unique to working in the rural context, while the community partners shared both the benefits and challenges of working with the students. The implications of the findings and practical recommendations are discussed.