Service-learning in rural contexts: Examining community-based pedagogy in public service education

Abstract

Community-based service-learning projects have demonstrated their effectiveness in helping students understand concepts in public service education through hands-on, experiential activities; however, little is known about the implementation of service-learning pedagogy in rural settings and its implications for public administration. This article employs a multiple case study approach to examine the application of service-learning graduate courses in public administration and public health. We observe two projects conducted in rural regions of the southeastern United States by analyzing data from student evaluations and reflections, as well as feedback from community partners. Findings indicated service-learning can help students develop professional skills that are directly applicable to real-world scenarios, deepen their understanding of community challenges in rural settings, and highlight the impact of their work on rural communities. Community partners in rural areas can benefit from increased access to student-driven services for organizations navigating resource constraints. We provide recommendations for effectively implementing service-learning projects in rural regions worldwide. The study contributes to the literature by employing an interdisciplinary public service lens to highlight the challenges and opportunities present for public administration students and community partners in rural areas and to explore how service-learning helps students acquire competencies in resource-constrained settings.