A Critical Consideration of the Introduction of Community-Service Learning Projects to Courses in the Sociology of Social Problems

Abstract

This paper examines the introduction of community service learning activities in lower division (200 level) undergraduate Sociology of Social Problems courses. Data from student evaluations and grades are presented for five semesters of this class between 1994-1996 (n=98), prior to the introduction of a community service learning option. This data is contrasted with five semesters of the class between 1996-1998 (n=141), following the introduction of service learning activities. Despite generally positive feedback from students and increased enrollments, results suggest that student performance as measured by grades has not significantly changed with the introduction of community service activities. Also student evaluations of the class are somewhat lower. The community service learning option itself is discussed, and examples and descriptions of community service sites are presented. A discussion of implications for future research on community service learning outcomes concludes the paper