A Qualitative Assessment of the Impact of a Service-Learning Course on Students' Discipline-Specific Self-Efficacy

Authors

  • L. Suzanne Goodell North Carolina State University
  • Natalie K. Cooke North Carolina State University
  • Sarah L. Ash North Carolina State University

Abstract

Investigators employed a multi-method qualitative approach to determine the impact of a service-learning course on students’ discipline-specific self-efficacy. The majority of students reported an increase in discipline-specific self-efficacy after participating in this service-learning course. Analysis resulted in three major themes: (1) constructive criticism and self-reflection improve self-efficacy; (2) experience breeds confidence; and (3) service-learning encourages students to obtain more knowledge and experience in areas of deficiency after the service-learning experience.

Author Biographies

L. Suzanne Goodell, North Carolina State University

L. SUZANNE GOODELL received her doctorate in nutrition science from the University of Connecticut and is an associate professor in the Department of Food, Bioprocessing, and Nutrition Sciences (FBNS) at North Carolina State University (NCSU). She is a NCSU Community Engaged Faculty Fellow and actively teaches three service-learning courses. As part of her scholarship of teaching and learning, Dr. Goodell employs qualitative research methods to explore the impact of different teaching strategies on student outcomes.  

Natalie K. Cooke, North Carolina State University

NATALIE K. COOKE received her doctorate in nutrition science from NCSU and is a postdoctoral teaching scholar in FBNS at NCSU. Devoting much of her teaching and research efforts to training undergraduate students to be effective community nutrition educators, Dr. Cooke is passionate about employing innovative educational pedagogies in both face-to-face and online environments. Her scholarship of teaching explores the relationship between service-learning, training, and self-efficacy.

Sarah L. Ash, North Carolina State University

SARAH L. ASH received her doctorate in nutrition from Tufts University and is a professor in FBNS at NCSU. A University of North Carolina System Board of Governors Award for Excellence in Teaching recipient, the most prestigious award given to faculty for teaching excellence, Dr. Ash is currently the undergraduate coordinator of the Nutrition Science Program. Her special interests include the use of critical thinking standards and the reflective processes of service-learning to improve student learning.    

Downloads

Additional Files

Published

07/14/2016

Issue

Vol. 8 No. 2 (2016)

Section

Research and Theory

License

The Journal of Community Engagement and Higher Education (JCEHE) requires authors to transfer copyright to the JCEHE at the time of submission.

If the JCEHE decides not to publish a submission, then copyright is transferred back to the author at the time the submission is declined.

After publication, if an author would like to reprint portions of the article (generally up to 25%), then the author should contact the JCEHE's Editor, Catherine Paterson, to request permission.

200 North Seventh Street, Terre Haute, Indiana, USA 47809-9989
Copyright © 2012 by Indiana State University. 1-800-GO-TO-ISU | 1-800-468-6478