Increasing Community Service Engagement in High School Students through a Self-directed, Non-hours Based Community Service Program

Abstract

Abstract:This study investigates student participation rates and experiences in community service at a private, independent school located in Southern California after the community service program was redesigned so students could serve in areas of intrinsic interest without hour requirements. Results from a three-year program evaluation, which included review of 1,131 student-reflection papers, revealed 80% of students were meaningfully engaged in service at the end of the evaluation, while the percentage of students who minimally served or did not serve declined over time. In addition, a thematic analysis of a subset of 350 reflections indicates that students were cognizant of both a) the impact of their service on the communities served through quantifiable and qualitative outcomes and b) the personal impact on themselves through the development of gratitude, a sense of accomplishment, emotional growth, and career-related skills. Program modifications are suggested to engage students with minimal service interest.