Black Alumni & the Pedagogical Impact of Service-Learning: An Evaluative Case Study

Abstract

Service-learning pedagogy is described as a method for enhancing students’ sense of self and commitment to community. However, little research has examined its long-term impacts on students and alumni. This evaluative case study explored whether and how Black alumni experienced transformative learning and shifts in social agency after completing a service-learning project in higher education. Guided by Transformative Learning Theory, the study synthesized the experiences of five Black alumni through two semi-structured interviews. Findings revealed race identity played a large role in the learning experiences of participants. From overt to covert forms of racism, participants recalled many interactions that influenced their learning. The data also revealed that mentorship and support from instructors and staff were crucial for students to view their projects as meaningful rather than busywork. Such support also helped participants navigate uncomfortable spaces and derive impactful learning from their projects. Participants expressed a strong commitment to taking ownership of their learning paths and goals, but most felt their projects did not significantly deepen their understanding of community, society, or social advocacy, as they already possessed these insights prior to the experience. These findings underscore the importance of inclusive and culturally sustaining service-learning practices that consider participant demographics and experiences. By understanding how Black alumni experienced their service-learning projects and the long-term effects, educators can better design learning environments that foster transformative and impactful learning.