Bringing community and classroom together through service learning

ASPPH’s “Critical Component Elements” cites field experiences that expose students to public health practice as an integral part of undergraduate public health (UGPH) education.  Service learning, in which classroom instruction and community service are brought together, is one option for achieving this element.  Creating meaningful service learning experiences involves logistical considerations and thoughtful integration of course material.  Drawing on experiences at an urban Midwestern university, we illustrate one way to implement service learning in an UGPH major.  Students complete 45 service hours across three courses by selecting a site from a pre-approved list and solidifying their placement/schedule.  Evaluation from 385 students over three semesters found proximity (n=116, 63.1%) and location (n=157, 66.2%) were important to site selection.  Two-thirds reported service learning as the first time they worked with the partner agency.  The majority (n=167, 80.7%) reported a deeper understanding of public health as a result of the experience.  Meaningful service learning also relies on deeper connections with class.  One way to achieve this is with written reflections and dialogue using the DEAL model this prompts students to describe, examine, and articulate how their learning integrates with course material.  Overall, undergraduates report positive experiences with service learning as part of their UGPH curriculum.  When incorporated into multiple courses from an early point, students have the opportunity to build on their experiences and/or work with different populations.  Meaningful service learning can be a foundational building block for the preparation of UGPH students when it meets student needs and is well-integrated with coursework.