Abstract
Purpose. The purpose of the study was to describe the experiences of community members involved in service learning projects, which received CalServe Existing Expanded, Sustainable, or Leadership grants in California. Significant focus was placed on the nature of the community member's activities, the perceived benefits to community members, the challenges to program success that the community members experienced, and recommendations from community members involved in service learning programs. Methodology. This descriptive study was designed to report the service learning experiences of community members systematically and accurately. Telephone interviews were used to allow community members the opportunity to describe the nature of their service learning experience. The populations for this study were community members from the twenty community-based organizations that participated in CalServe service learning grant projects. Findings. (1) Eighteen of the forty community members participated in hands-on activities, and worked directly with the school staff and students to implement tutoring programs, feed the homeless, and provide services for senior citizens. (2) Sixteen community members served in a coordinator capacity, serving as liaisons between the school and the local specific business, or securing volunteers. (3) The remaining six community members' experiences involved both hands-on and coordination duties. Respondents coordinated projects and worked with schools to complete the tasks associated with the projects. Conclusions. (1) Service learning benefits community members who participate. Service learning fosters a better understanding of youth by the adults in the community, adds to the quality of services provided by community organizations, and makes students aware of their community's needs (2) Service learning requires extensive communication. It was concluded that when projects were well coordinated, communication between the schools and community organizations was enhanced. (3) Service learning is time-intensive. Frequent meetings, paperwork, time to participate on projects, and continued interaction with other participants, are all elements of service learning that require time. Recommendations for further study. (1) Conduct a study of service learning from the perspective of the students. (2) Conduct a study of service learning programs that have expanded the leadership classification designated by CalServe. (3) Conduct an in-depth study of projects that have solved the planning, time, and communication issues associated with service learning.