case study of undergraduate international students' experiences in a service-learning course and the impact on their academic transition

• Online Access: http://hdl.handle.net/2047/D20335148

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