Outcomes of global service-learning: A content analysis of student reflection essays in Camp Adventure child and youth services

The purpose of this study was to determine common outcomes of participation in a global service‐learning program. More specifically, a content analysis was conducted on the culminating reflection essays of college and university students participating as staff members in Camp Adventure™ Child and Youth Services (CACYS) service‐learning program to determine if outcomes identified by the students reflect Derek Bok’s Eight Core Competencies in higher education. The study focused on the students’ overall comments offered in reflection papers, which provide information regarding student learning outcomes, derived benefits, and ways in which challenges were addressed. Such reflections offer enhancements to personal growth as well as enabling one to gain knowledge and understanding of the program’s impact on future educational and professional endeavors. A secondary aim of this study was to determine if factors such as location, length of program, years of participation, gender, race, major, and type of program had an effect on the outcomes. This study involved 206 undergraduate students participating in CACYS during the summer of 2011. Students were placed in field experiences in Europe, Asia, and North America, participating as day camp counselors, child development interns, aquatics learn‐to‐swim counselors, teen counselors and sports counselors. Data was collected from the students’ culminating reflection essays in the course LYHS 4265‐60 Leisure, Youth and Human Services Field Experience. A content analysis of the essays was conducted utilizing a Computer Assisted Qualitative Data Analysis Software platform called Dedoose. It was found that students discussed Diversity, Career and Vocational Development and Global Understanding most often in their reflections essays. Significant results were found in all of Bok’s Eight Core Competencies, except for Communication and Citizenship when comparing independent variables such as location, length of program, years of participation, gender, race, major, and type of program. The results of this study have continued to build the body of knowledge of global service‐learning. It has allowed CACYS to better comprehend the outcomes of participation in the service‐learning program. Furthermore, it has extended the list of empirical studies associated with the outcomes of participation in service‐learning programs. Empirical studies are necessary to provide the opportunity for such programs to gain credibility in academia and become a valued pedagogy in higher education