New MPH students + Service-Learning = Challenges for the Professor

While there are recognized benefits of service-learning on student outcomes, challenges professors may face using such approach for competency-based teaching during regular course environment have seldom been discussed. This paper describes the infusion of service-learning pedagogy in teaching project based course on program planning to new MPH students. In addition to benefits on students such as internalized learning outcomes, increased self-awareness and self-confidence, and improved team building skills; challenges from students' perspective will be shared. These include the so-called "learning by doing" model, issue of letting community input to guide the priority, time constrains, etc. Furthermore, the author will share some of the challenges that many professors may face when incorporating service-learning, such as heavy time commitment, clear guidance and instructions for students, student anxiety and lack of experience, challenging meeting time, etc. In addition, the author will share some of the strategies that can be used to address these challenges, such as advanced planning and communication, modifying requirements, tailoring student's stage of learning, providing guided worksheets and examples, acknowledgement of challenges, etc. Finally, students' feedbacks to the overall course and responses to some of the strategies used will also be discussed. This paper aims to encourage more dialogs on using service-learning pedagogy in public health study, and help instructors be prepared to deal with some of the more complex issues when using such approach.