Transformative service-learning experience through participatory project management

Studies have shown that for Service-Learning (SL) to be truly valuable and transformative, it must employ participatory project management practices is ideally conducted in a face-to-face setting. This case study aims highlight the strategies used make SL projects long-term participatory. It also measures effectiveness of such approach achieving transformative experience students partner communities. Qualitative results show were able develop desired personal, professional, civic competencies. On part communities, qualitative reveal they appreciate year-long engagement with brought about high quality projects. Quantitative data, on other hand, indicate paired samples t-test resulted moderate practical significant difference pre-and post-test scores when came their mindedness skills. Finally, quantitative communities reported them very favorable impact terms skills competencies, motivation commitments, personal growth self-concept, acquisition knowledge.