Integrating Service-Learning Pedagogy Into Community College Coursework: A Phenomenological Study

Introduction

In recent years, developmental education at the community college level has come under scrutiny, and there is a growing concern that traditional models of instruction contribute to the challenges students face in these programs (Weisburst, Daugherty, Miller, Martorell, & Cossairt, 2017). At community colleges, there are often significantly low retention and graduation rates and these rates are even lower for students who are placed into developmental education coursework (Hodara & Smith-Jaggars, 2014). As students in developmental studies often struggle with course completion, research focused on engaging and innovative pedagogy that develops academic skills is needed. Colleges have been developing innovative ways to reform developmental education, including models such as augmented coursework, learning communities, accelerated or compressed learning, and adding tutoring and other college resources (Weisburst et al., 2017). These models aim to increase student retention and success rates; yet, many students still face obstacles both inside the classroom and within their lives outside college. Since developmental education attempts to address the academic, social, and psychological needs of a unique student population, service-learning (SL) is one approach that may positively affect student retention and academic achievement. SL may also address the diverse educational, social, and career needs of developmental students, while providing services to the local community, and building college and community relations. Students who are enrolled in developmental courses within community colleges are an at-risk population in need of support through purposeful pedagogy (Prentice, 2009). As developmental education evolves through the implementation of innovative pedagogy, such as with SL integration, it is important to maximize the educational experiences and outcomes for these students.