Using Community Service to Teach Developmental Psychology

Abstract

Students in two large sections of developmental psychology participated in community service settings for children and families. They also encountered the social issues facing children in contemporary America. About half of the students (293 of 567) chose to work 50 hr as volunteers; the rest chose to write three papers. Although no significant differences were found between the two groups on overall satisfaction with the course, evaluation of these options suggested that students found the community service to be a valuable experience for understanding course material and achieving other personal and educational goals. Techniques to incorporate such fieldwork into very large classes are presented.