Service‐learning and the development of empathy in US college students

Abstract

PurposeThe purpose of this study is to evaluate the influence of a service‐learning experience on the personal development of college students, particularly focusing on the expression of empathy.Design/methodology/approachReflective writing papers were evaluated using a rubric with definitions for three types of understanding, as defined by Wiggins and McTighe in 2005, perspective, empathy, and self‐knowledge. The results were analyzed using Fisher's exact test to determine if there were significant differences in the expression of these types of understanding between the service‐learning group and the group that did not do service‐learning.FindingsStudents involved in the service‐learning assignment were significantly (p < 0.05) more likely to express empathy in their reflective writing than the students who did not participate in service‐learning. There were no significant differences between the groups in the other two types of understanding.Research limitations/implicationsThis was a small study in two classes taught by the researcher so the findings are limited by these factors. The self‐selection of the students into the two assignment groups also limits the conclusions that can be drawn from the findings.Practical implicationsPersonal development can be fostered by service‐learning assignments that include opportunities to interact with people in need so that understanding through empathy is likely to be experienced.Originality/valueThis study focused on the type of service‐learning experiences that are likely to lead to experiencing empathy which contributes to personal development. This type of development is a component of the general education goals for undergraduates in the USA.