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A service learning master's thesis on asthma.

Article Excerpt
Abstract

Is a master's thesis an appropriate venue for service learning? Are all students equally equipped, given proper training, to manage the increased pressures of working on efforts for the benefit of a community partner? This article explores the practical challenges and successes emerging from a community based master's thesis. This paper will also provide a window into the personal reflections of a student that continues to be transformed by the experience.

Introduction

When we experience something we act upon it, we do something with it; then we suffer or undergo the consequences. We do something to the thing and then it does something to us in return: such is the peculiar combination. The connection of these two phases of experience measures the fruitfulness or value of the experience. Mere activity does not constitute experience. ~John Dewey, 1944

According to survey results published in the Higher Education Service learning Sourcebook, over 320 colleges and universities around the country offered service learning programs or coursework as of 2000 (Crews, 2002). At its basic level, service learning expands on coursework by challenging students to apply academic skills to immediate, real-world issues. Often in tandem with service learning, higher institutions are developing community-university partnerships and engaging in community-based research (CBR) as a process for increased civic engagement. CBR is "collaborative, change oriented research that engages faculty members, students, and community members in projects that address a community-identified need" (Strand et al., 2003). CBR can be considered an intensive form of service learning, where community collaboration and research becomes the focal point for academic learning (Willis et al., 2003). Despite an increase of integrated programs, and a sizable community based research literature in several disciplines, there are few published accounts of graduate experiences in the service learning literature.

This article is a reflection on a community-based research, service learning project exploring adult asthma knowledge. The experience was unique in that the project occurred within the normally narrow confines of traditional master's research training. The primary purpose of this article is to discuss the strengths and weaknesses of combining service learning methods with a master's research process. It should be noted that each section is written initially with a third person voice, followed with a first person reflection. This practice allows for crucial understanding to come through intentional reflexive thinking about the service process in light of research learning objectives (Honnet & Poulson, 1989; Eyler, 2002).

Reflection

John Dewey's quote resonates with my experience conducting research within a service learning context for a master's thesis; I "suffered" and have undergone the consequences....