An investigation of the impact of Service Learning on Students, Community Partners and Academic Staff in Occupational Therapy and Speech and Language Therapy at NUI Galway
Margaret McGrath (NUI Galway), Ruth McMenamin (NUI Galway)
Abstract
Background
In 2001 the National University of Ireland, Galway (NUI Galway) launched the Community Knowledge Initiative (CKI).This project planned to promote civic engagement across the institution and strengthen links with local, national and international communities. CKI activities include embedding Service Learning (SL) as a pedagogical approach in curricula at NUI Galway. With the support of seed funding from CKI the disciplines of Occupational Therapy and Speech and Language Therapy integrated service learning into their undergraduate curricula.
Studies from the United States suggest that students’ civic awareness is developed through community participation (Eyler & Giles 1999). In addition service learning has been associated with enhanced academic performance, increased civic awareness and improved personal and professional skills ( Eyler & Giles 1999; Claus & Michel 2000).
Evaluation of our modules since 2005/6 have indicated that the benefits to students, University staff and community partners at NUI Galway are consistent with impacts of service learning reported in the literature (McMenamin & Mc Grath 2007; 2008) However systematic evaluation is necessary to thoroughly investigate the impacts of this pedagogy in an Irish context given the significant cultural differences in approaches to both service and education in Ireland and the United States.
Research Aim
The aim of this research is to investigate the impact of service learning on undergraduate healthcare students, community partners and university staff at NUI Galway.
Methodology
We adopted a qualitative approach to investigate the impacts of SL on all stakeholders i.e. students, community partners and academic staff. We conducted focus groups with students and graduates (n=24), interviews with academic staff (n=8), and focus group interviews with community partners. (n=10). Topic guides for the interviews and focus groups were developed based on a systematic review of the literature relating to the impacts of service learning. Purposeful sampling techniques were employed to ensure richness of data. All interviews and focus groups were recorded and transcribed verbatim. Data was analysed by an independent researcher using thematic analysis.
Results
Data analysis is ongoing however preliminary findings indicate that participation in service learning modules by undergraduate Occupational Therapy and Speech and Language therapy students resulted in: (i) improved communication skills; (ii) development personal and professional skills; (iii) a link between theory and practice; (iv) enhanced student motivation in relation to learning. The findings have also identified a number of challenges in using service learning as a pedagogical approach in an Irish context. These include challenges with the discourse of service learning; differentiating between service learning and clinical education and confusion around roles and responsibilities of students, community partners and academic staff.
Acknowledgments
This research was funded by the National Academy for the Integration of Research & Teaching & Learning and is supported by the Community Knowledge Initiative, National University of Ireland, Galway.
