| Summary: | The purpose of this case study was to understand how a service-learning course
affects the academic transition of undergraduate-level international students attending a
private university in the northeastern United States. To achieve this purpose, three
research questions were developed as a foundation for this investigation: a) What do
undergraduate international students learn from a service-learning experience that shapes
their academic transition? b) How do undergraduate international students view their
academic experience in their home country after participating in a service-learning program?
c) How does a service-learning experience contribute to the English language proficiency of
undergraduate international students? Data included eight semi-structured in-depth
interviews, eight classroom presentation observations, field notes, and document review.
Data was analyzed using descriptive and in vivo methods, axial coding, comparative analysis,
and a series of coding strategies. Participants represented a variety of demographics of the
site institution, including country of origin and gender. Findings show that as a result of
a service-learning experience undergraduate international students assimilate to academic
expectations in the United States by valuing the application of knowledge learned in the
classroom to real world contexts, engaging in collaborative learning environments, and
adapting to critical thinking expectations by analyzing biases, withholding judgement, and
practicing patience. Data shows that for undergraduate international students who did not
speak English as their primary language, service-learning provided an opportunity for
students to practice and improve their language skills, and develop linguistic confidence
and self-esteem. Data illustrates that undergraduate international students reflected on
their academic experiences in their home country and characterized it as teacher centered,
more demanding, and less flexible when choosing an academic path. Additionally, data shows
that after participating in service-learning, students became aware of social inequities
which led to a desire to participate in future volunteering/service-learning. From these
findings, three salient conclusions were formed. First, a service-learning environment
fosters cognitive, linguistic, and social skills. Second, a service-learning course presents
an internal conflict between empowering and self-motivated U.S. education approach to rigor
and demands in home countries. Third, service-learning expands worldview that leads to
future civic action.--Author's abstract
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