Faculty and Student Perceptions of Service-Learning's Influence on University Student Resilience
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| Title: | Faculty and Student Perceptions of Service-Learning's Influence on University Student Resilience |
|---|---|
| Language: | English |
| Authors: | Paul H. Matthews, Jon Calabria, Julie Glenn, Allison S. Injaian, Melissa Scott Kozak, Melissa Landers-Potts, Jennifer Denk Stull, Katherine F. Thompson |
| Source: | Journal of Higher Education Outreach and Engagement. 2025 29(1):23-38. |
| Availability: | Office of the Vice President for Public Service and Outreach, University of Georgia and the Institute of Higher Education. Treanor House, 1234 South Lumpkin Street, Athens, GA 30602. Tel: 706-542-6167; Fax: 706-542-6124; e-mail: jheoe@uga.edu; Web site: http://openjournals.libs.uga.edu/index.php/jheoe |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Resilience (Psychology), Teacher Attitudes, Student Attitudes, Service Learning, College Students, College Faculty, Program Effectiveness, Role Models, Teacher Student Relationship, Barriers, Persistence, Student Motivation, Reflection |
| ISSN: | 1534-6102 2164-8212 |
| Abstract: | Resilience--the ability to persist, bounce back, and achieve, despite setbacks or challenges--is an important predictive and protective factor for university students' personal and academic success. Qualitative research at one large U.S. land-grant university investigated faculty and student perceptions of how and why academic service-learning courses impact student resilience. We used thematic coding and analysis for responses from focus groups of faculty and students with recent service-learning experience. We found five key themes illustrating participants' perceptions of how service-learning enhances student resilience, including (a) opportunities for community members, peers, and instructors to serve as models of resilience; (b) more authentic and less hierarchical relationships among students and instructors; (c) natural opportunities for overcoming challenges inherent in community-based activities; (d) real-world consequences that increased student motivation to persevere; and (e) reflection activities that further helped students perceive and develop mastery and resilience. Suggestions for practice and future research are offered. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1470211 |
| Database: | ERIC |
| Abstract: | Resilience--the ability to persist, bounce back, and achieve, despite setbacks or challenges--is an important predictive and protective factor for university students' personal and academic success. Qualitative research at one large U.S. land-grant university investigated faculty and student perceptions of how and why academic service-learning courses impact student resilience. We used thematic coding and analysis for responses from focus groups of faculty and students with recent service-learning experience. We found five key themes illustrating participants' perceptions of how service-learning enhances student resilience, including (a) opportunities for community members, peers, and instructors to serve as models of resilience; (b) more authentic and less hierarchical relationships among students and instructors; (c) natural opportunities for overcoming challenges inherent in community-based activities; (d) real-world consequences that increased student motivation to persevere; and (e) reflection activities that further helped students perceive and develop mastery and resilience. Suggestions for practice and future research are offered. |
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| ISSN: | 1534-6102 2164-8212 |
