Abstract

A variety of community-based service learning projects were undertaken in interior design and apparel design classrooms. These projects focused on enhancing the physical, psychological, and spiritual well-being of elderly and underserved populations, like hospice patients, battered women, and residents of an elder-care facility. This study aimed to answer the question, "In what ways did students' involvement in service learning impact their achievement of selected learning outcomes?" Learning outcomes for the projects were that students will: (1) develop insights into applications of theoretical concepts to real world experiences; and (2) demonstrate an awareness of their social and civic responsibilities. Data collection involved surveys of 75 students with a 50% response rate (n=35). Preliminary results indicate that students found these projects to be more time-consuming and challenging. However, they also responded that involvement in service learning projects enhanced their academic learning while providing them a deeper understanding of the complexity of social issues they may face as professionals. Students felt better informed about the needs of their community and their civic responsibility. Results of this study are expected to direct the development of service learning projects by providing insights into strategies for preparing students, establishing relevance of project activities to course content, and designing achievable student learning outcomes.