Toward Understanding: Privileging Community Voice in University–Community Service-Learning Collaborations

• In Event: 14.046 - Poster Session 1
  In Poster Session: 14.046-4 - Service-Learning and Experiential Education

Abstract

Community partner voice is often absent in the research on university-community service-
learning partnerships. This study endeavors to privilege the perspectives of three middle school
teachers working with a university-based service-learning course focused on urban education.
These teachers participated in a program evaluation related to their experience working with first-year undergraduates who volunteered with their seventh grade students. Participating teachers provided feedback about impact of
the service providers on the school and students; level of satisfaction with partnership (multiple
facets); and potential improvements for the future direction of the partnership. All data were analyzed through the lens of the community partner in an attempt to better understand the
benefits, challenges, and limitations of this particular university-community partnership.

Author

• Heather Marie Coffey, University of North Carolina - Charlotte