Semester
Spring
Date of Graduation
2019
Document Type
Dissertation
Degree Type
PhD
College
Davis College of Agriculture, Natural Resources and Design
Department
Not Listed
Committee Chair
Peter Schaeffer
Committee Co-Chair
Amena Oliver Anderson
Committee Member
Amena Oliver Anderson
Committee Member
Peter Butler
Committee Member
Bradley Wilson
Abstract
Institutions of higher education are increasingly engaging with communities through service-learning projects to provide students with practice in their chosen fields and assistance to communities. By now, such efforts have been described in a growing body of literature. However, little has been reported on the perspectives and experiences of community members. The purpose of this phenomenological study is to capture and understand the perceptions and experiences of community members who participated in a two-year service-learning project, with the goal of sharing lessons to improve university-community engagement relationships and practices. A qualitative phenomenology approach, using semi-structured interviews, was the method used to gather data from individuals who participated in a two-year service learning project. Findings highlight the importance of a relational approach to engagement to establish clear expectations and limitations of the engagement between the university and community members.
Recommended Citation
Smith, Shanequa, "What Does A Marginalized Community Say About Its Experiences In A Two-Year, Service-Learning Project?" (2019). Graduate Theses, Dissertations, and Problem Reports. 3839.
https://researchrepository.wvu.edu/etd/3839
Included in
Civic and Community Engagement Commons, Community-Based Research Commons, Urban Studies and Planning Commons